零起點漢字教材編製研究─以78個兼具部首部件身分的最常用字為學習的切入點

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题名:	零起點漢字教材編製研究─以78個兼具部首部件身分的最常用字為學習的切入點
作者:	游奇英
贡献者:	華語文教學研究所碩士在職專班
关键词:	漢字文化圈漢字偏誤華語文教學漢字字本位部首部件
日期:	2010
上传时间:	2011-11-14 13:20:54 (UTC+8)
摘要:	摘要本研究旨在探討零起點漢字教材編製的研究，以黃沛榮教授於2009提出的78個最具有優先學習價值的字/部件/部首為研究藍本，採用資料分析方法，以近十年來通行的對外漢字教學教材和對外漢語教學初級教材為主要研究對象，並重點列述歐洲、美國等地區，以及大陸、臺灣地區對外漢語教學所採用的語文分級制度、語文的使用情境範圍和語文評量。且進一步分析教材中選取的主題情境、課文句型、語法點、生字詞以及漢字教學方法等作為本論文的教材編撰理據。對於非漢字文化圈零起點的留學生，他們沒有任何漢字背景、母語是拼音文字的漢語初學者，漢字才是漢語學習的真正難點。非漢字文化圈的留學生的漢字教學，乃是對外漢字教學的「瓶頸」。因此論文主要內容如下：第一章本文對「零起點漢字教材編製研究」的定義及研究動機、目的。第二章文獻探討，包括外國學生漢字偏誤分析研究、對外漢字漢語學習策略、對外漢字教學、對外漢字漢語教材等文獻研究。第三章以編寫教材應具備的元素為分析架構，選取八本對外漢字教學教材和對外漢語教學初級教材、語文分級制度和語文主題分類等進行交叉分析比對。第四章提出了「78個兼具部首部件身分的常用字」和非「78個兼具部首部件身分的常用字」之結構、構字、構詞關係表，零起點對外漢字教材的主題等研究資料，以作為教材編寫初稿重要依據。第五章結語。省思研究過程與研究限制，並提出後續研究建議。 Abstract Based on Mr. Pei-Long Huang’s study in 2009 - 78 Chinese charac-ters/radicals/components as a learning priority, this study focused on the research of compiling Chinese character teaching materials for zero beginning students. Take Chi-nese language and Chinese characters teaching materials for the last 10 years as content analysis. List important language range, language grading and review systems used in Europe, America, Mainland China, and Taiwan. Taking a step further, analyze the lan-guage used in the situation, sentence and grammar points, vocabulary and character teaching methods, for the support and study of this thesis. For zero beginning students in the non-Chinese character culture circle who do not have any background in Chinese character, and whose mother tongue is pin-yin, Chi-nese character is a real difficulty. Students learned Chinese in the non Chinese character culture circle, is the bottleneck in teaching Chinese character. Chapter 1: the definition, purpose and method of this research on compiling teach-ing material for zero beginning students. Chapter 2: literature research and discussion, including analysis on foreign students incorrectly using characters, literature research on Chinese language and character learning strategy, and teaching materials. Chapter 3: using the selected materials as a basis for analysis, cross reference and analyze the result of 8 books on Chinese character and Chinese language teaching, lan-guage grading system, and classification of language subject. Chapter 4: offering the analysis of the relations between ‘the 78 most commonly and frequently used and traditionally recognized radicals and components of Chinese Characters’ and non frequently used radicals and component of Chinese characters, concerning their structure, character formatting and building. Using the Chinese char-acter teaching material subject for zero beginning students to support the basis of com-piling teaching material. Chapter 5: To propose possible recommendations for further research after consid-ering the research process and limitation.
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