非语言行为的文化异同及其适应探讨 - 以泰国佛统府瓦莱恳国际标准学校为例Cultural differences in nonverbal behaviors and to study in Thailand Ken Valle Nakhon Pathom international standard school as an example 摘要:（摘要内容经过系统自动伪原创处理以避免复制，泰语论文网站，下载原文正常，内容请直接查看目录。） 本文重要从跨文明视角动身,商量对泰汉语教授教养进程中非说话外交下产生的汉语教员文明不顺应成绩。在跨文明外交配景下,联合笔者亲自不雅察到的文明差别的表示形状,将事例以非说话外交行动分类论述。再从作用跨文明外交的五个重要文明身分：平易近族的汗青与传统、政治轨制、价值不雅念、宗教思惟、风气习气等方面来剖析文明差别的深层身分,联合现实案例做进一步的缘由剖析。接着对文明差别下发生的文明不顺应各类表示形状提出相干的建议和对策。这一部门,起首须要对泰汉语教员懂得本地文明,尊敬地点国的宗教、价值不雅念；其次汉语教员应采用响应办法,调剂教授教养办法；然后实行编写教材,制订考察目的；最初是要转变教室治理传统形式去顺应泰国教导轨制。后面两个方面是经由教授教养亲自理论以后得出的经历总结,前面两个方面从教材、教员、先生等分歧角度、分歧方面来提出小我的几点建议和思虑。以上是为教员和先生在以后的对外汉语教室上提早做好响应的文明调适,本着包涵文明的精力和心思状况去进修汉语,进修中国文明。从而让对泰汉语教授教养加倍顺畅停止,进步教授教养效力,加重文明差别带来的文明不顺应。汉语教员应当以一种包涵的立场去看待汉语进修者,在对先生的行动宽容的同时,学会换位思虑,尽可能使本身融入到他们当中去。在汉语国际教导中做到“以先生为中间”,让进修者与传授者之间做到优越的文明调适,和谐相处,树立协调进修气氛,尽可能削减文明差别下带来的作用,从而增进汉语教授教养的顺遂停止,进步先生的进修效力,增长进修兴致,到达汉语国际教导的有用理论。 Abstract: This article is important from the perspective of cross civilization, to discuss the Thai Chinese teaching process in the course of the Chinese language teachers do not talk about the language of civilization. In the cross cultural diplomacy under the background, the author personally observations to the cultural differences shape representation, case in a non speaking diplomatic action classification are discussed. Then from the influence of cross cultural diplomacy five important civilization identity: ethnic history and tradition, political system, value idea, religious thought, habit, etc. through the analysis of the cultural differences of deep identity, combined with actual cases do further reason analysis. Then, the civilization that is different from civilization does not conform to all kinds of forms of representation and puts forward relevant suggestions and countermeasures. This sector, chapeau need of Thai Chinese teachers understand local culture, respect Chinese religion, value concept; followed by a teacher of Chinese should be adopted in response to the way, a way to adjust the teaching; then the implementation of the compilation of teaching materials, develop study objective; originally to change, treatment of traditional form conform to Thailand to teach the rail system. The two aspects of the following aspects are summarized through the experience of teaching theory, the previous two aspects from the teaching materials, teachers, and Mr. division point of view, different aspects of the individual to put forward some suggestions and thoughts. The above is for teachers and students in the future of the foreign language classroom to do a good job in response to the cultural adaptation, in the spirit of inclusion of the spirit of civilization and the state of mind to learn Chinese, learning Chinese civilization. So that the Thai Chinese teaching to double smooth stop, progressive teaching effectiveness, to increase the cultural differences brought about by civilization does not conform to. Chinese teachers should take a tolerant attitude to look at Chinese learners, in the action of tolerance of the students at the same time, learn to transposition thinking, as far as possible to integrate themselves into them. In Chinese International Education in do "take the student as the center", to make learning and teaching between achieve superior civilization adjustment, harmony, establish harmonious study atmosphere, cut cultural differences impact as much as possible, so as to promote the Chinese teaching of the smooth, Mr. progress of learning effect, increase learning interest, to reach the international Chinese language education useful theory. 目录: 摘要 3-4 Abstract 4-5 一、引论 8-19 (一) 探讨背景 8-10 1. 泰国佛统府瓦莱恳国际标准学校介绍 8-9 2. 师资来源 9 3. 汉语推广及学生学习概况 9-10 4. 论文选题来源 10 (二) 探讨的目的及意义 10-12 1. 探讨的目的 10-11 2. 探讨的理论意义 11 3. 探讨的实践意义 11-12 (三) 国内外相关探讨综述 12-15 1. 国内相关探讨综述 12-14 2. 国外相关探讨的综述 14-15 (四) 跨文化非语言交际下的文化适应基本概念 15-17 1. 文化与跨文化交际 15-16 2. 对泰汉语教学非语言交际和言语交际对比略论 16 3. 对泰汉语教学中跨文化适应问题 16-17 (五) 探讨的基本内容与措施 17 1. 探讨的基本内容 17 2. 探讨的基本措施 17 (六) 论文的创新点 17-19 二、文化异同的表现形态 19-27 (一) 服饰、修饰 19-20 (二) 手势、触摸 20-22 (三) 身势 22-23 (四) 面部表情、眼神 23-24 (五) 时间、空间行为 24-25 (六) 副语言、类语言 25-27 三、文化异同的深层因素 27-36 (一) 民族的历史与传统 27-28 (二) 政治制度 28 (三) 价值观念 28-31 (四) 宗教传统 31-33 (五) 风俗习惯 33-36 四、文化适应的路径 36-44 (一) 了解当地文化,尊重所在国的宗教、价值观念 36-39 1. 了解、尊重泰国当地习俗文化 36-37 2. 尊重所在国宗教文化、价值观念 37-38 3. 换位思考 38-39 (二) 采取相应方法,调整教学措施 39-41 1. 角色扮演、游戏教学 39-40 2. 改变测试方式 40 3. 多采用多媒体教学、视频教学 40-41 (三) 适时编写教材,制定考核目标 41-42 1. 教材编写 41 2. 学情略论与考核 41-42 (四) 改变课堂管理传统模式,适应泰国教育制度 42-44 1. 适应当地教育制度 42-43 2. 正确引导学生 43-44 五、结语 44-45 参考文献 45-47 致谢 47-48 |
