汉字作为汉语的书写和表意系统,一直以来都是国际中文教学难点问题。而作为“非汉字文化圈”的“一带一路倡议”沿线国家留学生,其在学习汉语之前均未接触过汉字系统,且其母语多为拼音文字,一定程度上增加了汉字学习的难度。文章通过量...汉字作为汉语的书写和表意系统,一直以来都是国际中文教学难点问题。而作为“非汉字文化圈”的“一带一路倡议”沿线国家留学生,其在学习汉语之前均未接触过汉字系统,且其母语多为拼音文字,一定程度上增加了汉字学习的难度。文章通过量化和实证相结合的混合式研究模式,探究其在汉字习得偏误,发现其偏误集中体现在认读和书写两个方面。偏误类型包括形近字混淆、音近字误读及多音字困扰和笔画偏误、偏旁部件偏误、笔顺偏误以及结构偏误。同时,通过访谈和跟踪观摩的质性研究范式,从认读教学、偏旁部件教学和笔顺教学三个方面,分析了“一带一路倡议”沿线国家留学生汉字教学难点。此外,针对偏误类型和教学难点,将其汉字习得偏误归因于:汉字系统的复杂性、母语迁移的影响、学习环境和资源的限制以及学习策略和方法不当,并从汉字意识培养、教学模式改革、教学辅助工具改善以及教学策略调整四个方面提供了具体的教学建议。As the writing and ideographic system of the Chinese language, Chinese characters have consistently posed challenges in the realm of International Chinese Language Teaching (ICLT). Students from countries along the “Belt and Road Initiative”, which are non-Sinographic World, have no prior exposure to the Chinese character system before embarking on their Chinese language studies. Furthermore, the majority of these students’ native languages belong to Alphabetic Writing System, which significantly exacerbates the difficulty of learning Chinese characters. This thesis investigates the acquisition errors related to Chinese characters among students from countries along the Belt and Road through a mixed-method research approach that integrates both quantitative and qualitative analyses. The findings indicate that errors predominantly occur in recognition and writing. The types of errors identified include misinterpretation of Chinese characters with similar forms, confusion between characters with similar sounds, difficulties with polyphonic characters, challenges related to strokes and radicals, incorrect stroke order, and issues concerning the structure of Chinese characters. Additionally, through interviews and observations, this study analyzes the challenges faced in teaching Chinese characters to students from “Belt and Road Initiative” countries, focusing on the aspects of recognition, radicals, and stroke order. The thesis attributes these errors and teaching difficulties to several factors, including the inherent complexity of the Chinese character system, the influence of language transfer, limitations in the learning environment and available resources, as well as the use of inappropriate learning strategies and methods. In light of the identified error types and teaching challenges, this thesis offers specific recommendations aimed at enhancing the teaching of Chinese characters. These suggestions include fostering awareness of Chinese characters, reforming teaching methodologies, improving teaching aids, and adjusting instructional strategies.展开更多
随着来华留学生教育的深入开展,特别是“一带一路”沿线国家学生数量的激增,多元化课程建设的开发与建设成为时代的需求。文章以M大学面向“一带一路”沿线国家来华留学生开设的特色课程《中国少数民族概况》为例,运用课堂观察法、访谈...随着来华留学生教育的深入开展,特别是“一带一路”沿线国家学生数量的激增,多元化课程建设的开发与建设成为时代的需求。文章以M大学面向“一带一路”沿线国家来华留学生开设的特色课程《中国少数民族概况》为例,运用课堂观察法、访谈调查法、教师日志法等质性研究方法,从课程建设及研究状况、课程建设意义探究、课程具体实施情况等方面,对面向“一带一路”来华留学生中国少数民族文化类课程建设进行探究。最后,从课程顶层设计、进行师资培养、开发教材建设三方面提出相应的建议。With the deepening of education for international students studying in China, especially the sharp increase in the number of students from countries along the “Belt and Road”, the development and construction of diversified curricula have become a demand of the times. Taking the unique course “Overview of Chinese Ethnic Minorities” offered by M University for students from countries along the “Belt and Road” studying in China as an example, this paper uses qualitative research methods such as classroom observation, interview surveys, and teacher logs to explore curriculum development and research status, the significance of curriculum construction, and the specific implementation of the course, elucidating the construction of Chinese ethnic minority culture courses for students from “Belt and Road” countries studying in China. Finally, corresponding suggestions are proposed from the perspectives of adapting to the updated changes in the educational philosophy for international students studying in China, serving the overall national development, emphasizing teacher training, and curriculum development.展开更多
文摘汉字作为汉语的书写和表意系统,一直以来都是国际中文教学难点问题。而作为“非汉字文化圈”的“一带一路倡议”沿线国家留学生,其在学习汉语之前均未接触过汉字系统,且其母语多为拼音文字,一定程度上增加了汉字学习的难度。文章通过量化和实证相结合的混合式研究模式,探究其在汉字习得偏误,发现其偏误集中体现在认读和书写两个方面。偏误类型包括形近字混淆、音近字误读及多音字困扰和笔画偏误、偏旁部件偏误、笔顺偏误以及结构偏误。同时,通过访谈和跟踪观摩的质性研究范式,从认读教学、偏旁部件教学和笔顺教学三个方面,分析了“一带一路倡议”沿线国家留学生汉字教学难点。此外,针对偏误类型和教学难点,将其汉字习得偏误归因于:汉字系统的复杂性、母语迁移的影响、学习环境和资源的限制以及学习策略和方法不当,并从汉字意识培养、教学模式改革、教学辅助工具改善以及教学策略调整四个方面提供了具体的教学建议。As the writing and ideographic system of the Chinese language, Chinese characters have consistently posed challenges in the realm of International Chinese Language Teaching (ICLT). Students from countries along the “Belt and Road Initiative”, which are non-Sinographic World, have no prior exposure to the Chinese character system before embarking on their Chinese language studies. Furthermore, the majority of these students’ native languages belong to Alphabetic Writing System, which significantly exacerbates the difficulty of learning Chinese characters. This thesis investigates the acquisition errors related to Chinese characters among students from countries along the Belt and Road through a mixed-method research approach that integrates both quantitative and qualitative analyses. The findings indicate that errors predominantly occur in recognition and writing. The types of errors identified include misinterpretation of Chinese characters with similar forms, confusion between characters with similar sounds, difficulties with polyphonic characters, challenges related to strokes and radicals, incorrect stroke order, and issues concerning the structure of Chinese characters. Additionally, through interviews and observations, this study analyzes the challenges faced in teaching Chinese characters to students from “Belt and Road Initiative” countries, focusing on the aspects of recognition, radicals, and stroke order. The thesis attributes these errors and teaching difficulties to several factors, including the inherent complexity of the Chinese character system, the influence of language transfer, limitations in the learning environment and available resources, as well as the use of inappropriate learning strategies and methods. In light of the identified error types and teaching challenges, this thesis offers specific recommendations aimed at enhancing the teaching of Chinese characters. These suggestions include fostering awareness of Chinese characters, reforming teaching methodologies, improving teaching aids, and adjusting instructional strategies.
文摘随着来华留学生教育的深入开展,特别是“一带一路”沿线国家学生数量的激增,多元化课程建设的开发与建设成为时代的需求。文章以M大学面向“一带一路”沿线国家来华留学生开设的特色课程《中国少数民族概况》为例,运用课堂观察法、访谈调查法、教师日志法等质性研究方法,从课程建设及研究状况、课程建设意义探究、课程具体实施情况等方面,对面向“一带一路”来华留学生中国少数民族文化类课程建设进行探究。最后,从课程顶层设计、进行师资培养、开发教材建设三方面提出相应的建议。With the deepening of education for international students studying in China, especially the sharp increase in the number of students from countries along the “Belt and Road”, the development and construction of diversified curricula have become a demand of the times. Taking the unique course “Overview of Chinese Ethnic Minorities” offered by M University for students from countries along the “Belt and Road” studying in China as an example, this paper uses qualitative research methods such as classroom observation, interview surveys, and teacher logs to explore curriculum development and research status, the significance of curriculum construction, and the specific implementation of the course, elucidating the construction of Chinese ethnic minority culture courses for students from “Belt and Road” countries studying in China. Finally, corresponding suggestions are proposed from the perspectives of adapting to the updated changes in the educational philosophy for international students studying in China, serving the overall national development, emphasizing teacher training, and curriculum development.
