泰国华裔幼儿汉字教学探讨一以泰国乌汶华侨学校2幼儿园3一6岁幼儿为例Thailand Chinese children Chinese characters teaching research in Thailand overseas Chinese schools and 2 kindergartens 3 Ubon a 6 year old children 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 3一6岁的泰国华裔幼儿在退学前根本上没有接触过汉语，没有汉字原始积聚和汉语白话积聚，因此，泰国华裔幼儿汉字教授教养具有特别性。本文在对泰华裔幼儿汉字配景、汉字才能和识字特色等查询拜访剖析的基本上之上，试图得出幼儿经常使用识读字表，并提出响应的汉字教授教养办法。本文彩取树立数据库的办法，五类汉字语料的基本长进行统计剖析。本文拔取的语料有：海内华裔幼儿汉语教材用字表，国际汉字威望字表，汉语作为第二说话教授教养的相干字表，国际幼儿汉字进修软件用字表，泰国华裔幼儿白话字表。本文测验考试对五类语料树立EXCEL数据库，经由过程分离设立挑选前提“共用”、“频率”，泰语论文范文，分三个条理选出幼儿经常使用识读字量和字种，并对挑选出来的字种停止有针对性的汉字教授教养办法商量。本文起首引见了选题的研究配景、念头及意义，泰语毕业论文，综述了海内幼儿汉字教授教养的研究现状，泰国华裔幼儿汉字教授教养的可行性和必行性，并对泰国华裔幼儿汉字教授教养的所属类型定位；其次，查询拜访剖析了幼儿汉语配景、汉字才能和幼儿识字特色；再次，在斟酌字的构字才能、构词才能、字频等身分的基本上，分三步选出泰国华裔幼儿经常使用识读字字量、字种；最初，对挑选出的经常使用识读字提出了针对性的识字办法，并设计了详细的汉字教授教养教案。 Abstract: 6 a 3 year old Chinese children in Thailand in the pre school did not have access to the Chinese language, there is no original accumulation of Chinese characters and the accumulation of Chinese vernacular, therefore, Thailand Chinese children with special education has a special. This paper in the Taihua American children's Chinese background, characters can and literacy features such as query visit analysis basically on, trying to draw children often use reading lists, and put forward the response of the Chinese character teaching method. In this paper, the method of establishing a database, the basic length of the five types of Chinese characters, statistical analysis. This article selects the corpus: Chinese textbooks for overseas Chinese children with word lists, lists of the international prestige of Chinese characters, Chinese as second language teaching coherent word lists, international children's Chinese learning software with word lists, Thailand Chinese children's spoken word lists. In this paper, the test of five types of corpus to establish Excel database, process separated the establishment of selected premise "sharing" and "frequency" via, three structured selected children often use reading character quantity and the species, and the selected species stop for the Chinese character teaching method to discuss. This paper introduces the research background, idea and significance of the topic, summarizes the research situation at home and children Chinese characters teaching, feasibility of Thailand Chinese teaching children Chinese characters and necessity, and the Thailand Chinese children Chinese characters teaching type positioning; secondly, the investigation and analysis of the background of Chinese children, Chinese characters in order to preschool and characteristics; again, in considering the structure of the character, word, words can be frequency and other factors basically divided into three steps, choose Thailand Chinese children often use reading characters, character species; initially, puts forward specific measures of word reading literacy is often used to pick out, and the design of the Chinese characters professor through detailed plan. 目录: 摘要 4-5 ABSTRACT 5 目录 7-10 Contents 10-13 第一章 绪论 13-23 1.1 探讨背景 13 1.2 探讨的动机与目的 13-15 1.3 探讨近况 15-18 1.4 泰国华裔幼儿汉字教学的所属类型 18-20 1.5 泰国华文民校幼儿园汉字教学近况调查 20-21 1.6 本文的内容及探讨措施 21-23 第二章 泰国华裔幼儿汉字学习调查略论 23-32 2.1 幼儿识字理论 23-25 2.1.1 脑科学理论 23-24 2.1.2 儿童心理学理论 24 2.1.3 认知心理学理论 24 2.1.4 思维学理论 24-25 2.2 泰国华裔幼儿汉字背景调查 25-26 2.3 泰国华裔幼儿汉字能力调查 26-30 2.3.1 当地幼儿认读汉字量调查 26-27 2.3.2 汉字书写能力调查 27-28 2.3.3 读准汉字字音能力调查 28-29 2.3.4 汉字识记能力调查 29-30 2.4 泰国华裔幼儿识字特点 30-32 2.4.1 图画整体认读 30 2.4.2 遗忘快 30 2.4.3 迁移慢 30-32 第三章 泰国华裔幼儿常用识读字的字数和字种 32-44 3.1 确定泰国华裔幼儿常用识读字的重要性 32-33 3.2 选取泰国华裔幼儿常用识读字的准则 33-34 3.2.1 贴近幼儿心理和生活实际准则 33-34 3.2.2 尊重汉字系统性准则 34 3.2.3 兼顾两种准则 34 3.3 作用泰国华裔幼儿常用识读字选择的因素以及语料 34-39 3.3.1 构字能力 35 3.3.2 构词能力 35 3.3.3 字频 35-36 3.3.4 语料 36-39 3.４ 选取幼儿常用识读字的具体步骤 39-44 第四章 针对华裔幼儿的汉字教学措施和教案设计 44-55 4.1 幼儿识字教学的准则 44-46 4.1.1 分层教学准则 44-45 4.1.2 游戏互动准则 45 4.1.3 音乐熏陶准则 45 4.1.4 多次重复准则 45-46 4.1.5 鼓励支持准则 46 4.2 幼儿汉字教学措施 46-52 4.2.1 字源识字法 46-47 4.2.2 兴趣识字法 47 4.2.3 游戏识字法 47-49 4.2.5 韵语识字法 49-51 4.2.6 环境识字法 51-52 4.3 汉字教学课件示例 52-55 第五章 结语 55-56 参考文献 56-61 攻读学位期间的论文 61-62 致谢 62-63 附录 63-67 |
