汉语词汇教学中融合文化因素的重要性及其对学习兴趣的培养一以对泰国学生汉语教学为例The importance of the integration of cultural factors in the teaching of Chinese vocabulary and the cultivation of students' interest in learning a case study of Chinese language teaching in Thailand 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。） 在泰国为期一年的对外汉语教授教养理论中，自己发明先生在汉语进修进程中对常识进修的兴致与终究的说话习得后果亲密相干。汉语说话要素教授教养中的辞汇教授教养是最为焦点的部门，先生辞汇进修的后果不只关系到说话基本的扎实水平，更是决议其运用说话沟通交换才能的症结。泰国汉语辞汇教授教养进程中，泰语论文，作为教者要斟酌若何让先生在辞汇进修中感触感染汉语进修的乐趣地点。辞汇自己具有与社会文明配景接洽慎密的特色，泰语论文，社会成长、平易近风平易近俗、风行趋向等等这些身分无纰谬新词生成，词义更新有着作用。辞汇与文明接洽慎密这一特色对于泰国汉语初学者来讲具有较强的吸引力。存眷进修者进修兴致的激起和保持对赞助先生在进修运动中坚持较为积极的进修状况进而保证其进修后果有积极意义。在现实教授教养运动中，将文明身分融会到辞汇教授教养中还要留意针对进修者的分歧情形联合分歧的教授教养措施停止。文明身分在辞汇教授教养中可以经由过程分歧的措施出现一对话交换、情形扮演、比赛运动等等。经由过程采用分歧的辞汇教授教养措施对先生行动运动的不雅察和比较，发明辞汇教授教养中融会文明身分切实其实对教授教养运动起到增进的感化，也积极增进了先生发生对汉语进修的兴致。辞汇教授教养中融会文明身分不只是说话要素教授教养的请求，也为造就进修者优越的跨文明外交才能奠基优越的基本，更在激起先生进修兴致方面能起到积极的感化。 Abstract: In Thailand, one year of teaching Chinese as a foreign language teaching theory, he invented in the process of learning Chinese language learning in the interest of learning with the outcome of the end of the acquisition of intimacy. Chinese speaking teaching elements of vocabulary teaching is the focus of the Department, Mr. speech exchange consequences of learning is not only related to speak basic solid levels, resolution its application to speak, the exchange of communication can be the crux of the problem. Thailand Chinese vocabulary teaching process, as a teacher to consider how to allow students to learn in the vocabulary learning in Chinese learning fun place. Vocabulary they have contact with the social cultural background to rigorous characteristics, social development, plain close to the wind folk, popular trend, etc. these factors without PI perverted word generation and update of meaning have the influence. Glossary of civilization and the characteristics of Thailand close contact of Chinese beginners have a strong attraction. Keeping close attention to the interest of the learners and keeping the interest of the sponsors in the learning movement to adhere to a more positive learning situation and to ensure that the results of their studies have a positive significance. The civilization identity fusion to vocabulary teaching must pay attention to the teaching method for learner differences in the case of joint divergence stop in practical teaching activities. In the process of teaching and learning, the cultural identity can be exchanged, the situation act, the competition and so on. Through the process using different words vocabulary teaching methods of Mr. Action Campaign observations and compared, invented vocabulary teaching in a fusion of culture identity and in fact the teaching activities to enhance the effect of, but also actively promote the students interest in learning Chinese. Vocabulary teaching in a fusion of culture identity not just speak at the request of the elements of teaching and also for creating learners superior cross cultural diplomacy to foundation superior basic more hand to stimulate the students' learning interest can play a positive role. 目录: 致谢 3-4 摘要 4-5 Abstract 5 目录 6-8 绪论 8-10 一、词汇教学的重要性 10-12 (一) 词汇的重要地位 10-11 (二) 词汇习得效果作用交际能力 11-12 二、词汇教学中融合文化因素的重要性 12-18 (一) 词汇与与之相关的文化相生相伴 12-14 1、词汇是文化的重要载体 13 2、词汇学习要求掌握词汇的文化含义 13-14 (二) 词汇教学中需要文化因素 14-15 (三) 词汇教学与文化教学相辅相成 15-16 (四) 词汇教学中融合文化因素有利于学习者交际能力的培养 16-18 三、学习兴趣培养的重要性 18-23 (一) 非智力因素中的“兴趣”及其重要性 18 (二) 直接兴趣和间接兴趣 18-19 (三) 兴趣在学习活动中的重要意义 19-20 (四) 师生在兴趣培养过程中各自的角色 20-23 1、教师在学习兴趣形成过程中的重要角色 20-21 2、学生的自我强化影响 21-23 四、词汇教学中融合文化因素对培养学习兴趣的作用 23-36 (一) 文化因素对学习兴趣形成的作用 23-24 (二) 词汇教学中融合文化因素对教学过程中兴趣激发的作用 24-30 1、融合文化因素的课堂让学生体验学习快乐 24-26 2、融合文化因素能创造学生知识兴趣的氛围 26-28 3、融合文化因素易让学生产生好奇促使兴趣产生 28-30 (三) 融合文化因素对教学效果的作用间接激发兴趣 30-33 1、根据学生的具体情况调整教学方式 30-32 2、“喜爱”有益于课堂教学互动 32-33 (四) 文化因素的融合有益于竞赛活动的开展 33-34 (五) 文化因素的融合帮助学习者保持学习兴趣 34-36 结语 36-37 参考文献 37-39 致谢 39 |
