作 者：孙一鹏 SUN Yi - peng （ Teacher＇ s School, Eastern Liaoning University, Dandong 118003, China） 机构地区：辽东学院师范学院,辽宁丹东118003 出 处：《辽东学院学报：社会科学版》2017年第1期83-87,共5页Journal of Liaodong University ：Social Sciences 摘 要：在汉语国际教育实践中,汉语、教育过程、接受心理、教育手段常被认为是四个核心元素,关注学习者的母语和汉语的文化关联状态是必有的视野,它不仅是两种语言的语义互通问题,更有一个两种语言的全息文化交汇问题,文化同源认知是关键点。在具体实践中,不难发现：由于同源文化的存在,实践过程中的语义传输矛盾会相对平和。因此,同源文化现象将是汉语国际教育不可忽视的探讨对象。Chinese, education process, acceptance psychology and education methods are normally regarded as the key factors of international Chinese education. The cultural relevance between learner＇ s mother language and Chinese must be stressed. It relates to both semantic interflow and cultural communication, in which culture homol- ogy is the key point of cognition. Practically, it is easy to find that the semantic transmission may be smooth if there is homological culture. Therefore, homological culture is a phenomenon that can not be ignored in international Chinese education. 关 键 词：汉语 国际教育 泰国文化 文化同源 ，泰语论文，泰语论文网站 |
