【作者】 王璇；

【导师】 沈壮娟；

【作者基本信息】 中国石油大学(华东) ， 汉语国际教育， 2018， 硕士

【摘要】 随着中国综合国力的增强和国际影响力提高,汉文化在交流传播过程中,以其独有的魅力吸引着全球人民的目光,“汉语热”的出现成为时代发展的必然趋势。因此,要发挥对外汉语的文化传播功能,需语言教学与文化教学共同构筑。现如今,语言教学拥有了丰富的海内外教学经验,但文化导入则缺少实践经验与针对性的理论成果。本文将爱沙尼亚塔林大学孔子学院自身教学实践与教学现状调查、教学反思相结合,围绕“如何在初级阶段语言教学过程中有效地导入中国文化”这一课题进行研究,重点研究有针对性的文化导入方法,并以春节文化的导入为例,做出详细的课堂设计。本文以爱沙尼亚纳尔瓦语言学校5到9年级的130名学生为主要教学实验样本,运用访谈法、问卷调查法以及实地考察法三种方法进行论文的分析研究。文章整体结构分为三个部分。第一部分:调查爱沙尼亚对外汉语文化导入中的问题。运用文献分析法等进行前期调查,据结果提出文化导入时应注意的问题。第二部分:根据导入中存在的问题确认针对性的教学原则,找出适应当地的文化导入方法,重点分析针对性教学法。第三部分:以“春节”文化导入为例进行实际教学案例分析及成果展示。本文以实际教学实践探讨解决之法,总结中国文化在爱沙尼亚汉语课程中的导入方法,分为:1.文化体验教学法与参观考察法相结合;2.专题讲座法与任务型教学法相结合;3.随机渗透导入与对比分析相结合。提出以文化活动为主的导入思路,并逐一分析针对不同层次学习者如何选择合适的文化活动进行导入:1.对待教学对象因材施教。2.教学方法应合理适度、循序渐进。3.文化素材选取应全民性、趣味性。4.教师应做到文化包容。本文将多种教学法结合实践案例融入教案,总结研究成果并得出结论:1.在爱沙尼亚初级阶段的文化导入过程中,以文化活动为主的实际体验教学更直观更有效;2.对比分析法的应用使初级阶段学习者课堂参与度高,教学效果好;3.参观考察法效果虽好,但实施起来较困难,带领学生出行存在种种风险;4.专题讲座法过于深奥、任务型教学法稍有难度,对于词汇量小的初级阶段学习者有些困难;5.随机渗透导入法中的文化教学无法深入展开讲解,初级阶段学习者理解难,易产生跨文化困扰。更多还原

【Abstract】 With improvements in China’s comprehensive national strength and international influence power,han culture in the process of communication between,with its unique charm to attract the attention of people around the world,the emergence of the "Chinese hot" become the inevitable trend of era development.Therefore,the cultural transmission function of the Chinese as a foreign language,to jointly build language teaching and culture teaching.Nowadays,language teaching has the rich teaching experience at home and abroad,but effective culture teaching is lack of the corresponding theoretical results and the practical experience.The overall structure of the article is divided into three parts.Part one: to investigate the problems of Estonian cultural import of Chinese as a foreign language.According to the results of literature analysis,some problems should be paid attention to when culture is introduced.The second part: according to the problems existing in the introduction,confirm the targeted teaching principles,find out the methods to adapt to the local culture introduction,and focus on the analysis of targeted teaching methods.The third part: take the "Spring Festival" culture introduction as an example to carry on the actual teaching case analysis and the result display.Based on the actual teaching practice to explore the solution method,summarizes the Chinese culture in the Chinese language course in Estonia two categories,direct and indirect method to import,subdivided into: 1.The cultural experience teaching method and visiting method;2.Combination of thematic lecture method and task-based teaching method;3.Random infiltration and comparative analysis are combined.This paper puts forward the idea of introducing cultural activities,and analyzes how to choose appropriate cultural activities for learners at different levels one by one: 1.Teaching the teaching objects according to their aptitude.2.Teaching methods should be reasonable,appropriate and gradual.3.The selection of cultural materials should be popular and interesting.4.Teachers should be culturally inclusive.This article will blend in a variety of teaching method combined with practical case teaching plans,summarizes the research results and conclusions: 1.In the process of culture introducing in the initial stage of Estonia,in cultural activities give priority to the actual experience of teaching more intuitive and effective;2.The application of comparative analysis method makes the primary stage of learners have high participation in class and good teaching effect;3.Although the visiting inspection method has good effect,it is difficult to implement and there are various risks in guiding students to travel.4.The thematic lecture method is too deep,the task-based teaching method is too complex,and it is not suitable for learners at the primary stage with small vocabulary.5.Cultural teaching in the method of random infiltration cannot be explained in depth,and it is difficult for learners to understand in the initial stage,which is easy to cause cross-cultural troubles.更多还原