对外汉语初级教材趣味性研究
摘要
随着近年来世界上“汉语热”的不断升温，越来越多的外国人对汉语感兴趣，开始选择学习汉语。在汉语学习的初级入门阶段，教材的选择是十分重要的。本文选取国家汉办网站推荐的且使用率较高的四本初级对外汉语教材为分析研究的对象，分别是未成年人使用的《快乐汉语》、《跟我学汉语》，成年人使用的《汉语会话301句》、《体验汉语》，尝试探讨分析教材的趣味性问题。
在教材编写原则中，趣味性原则的重要性已经得到了肯定。在汉语学习初级入门阶段，一本有趣的教材不但能吸引学习者，更能激发他们继续学习汉语的兴趣。本文基于学界已有的对外汉语教材趣味性研究理论，结合对2011-2012年度吉林大学赴泰国汉语志愿者及泰国学生使用教材的调查问卷结果，分析已选教材趣味性的体现，分别从非课文趣味性、印刷趣味性与语言趣味性等几方面进行分析讨论，总结对外汉语初级教材趣味性特征，对如何增强其趣味性提出一些建议。
在对教材趣味性分析讨论的基础上，对今后对外汉语初级教材的修订、编写提出一些建议。未成年使用的汉语初级教材要具有使用的话题丰富内容，通过生动的形象展示文化内容，与其年龄等特定相符的图片和活动能增强教材的趣味性，吸引未成年人学习汉语的兴趣。成年人使用的汉语初级教材可以通过增强知识性，加大文化含量，优化形式设计来增强教材的趣味性，同时满足成年人对汉语的兴趣。
With the uninterrupted heating up of Chinese Fever all over the world duringthese years, more and more foreigners are interested in Chinese, and start learning it. Inthe elementary stage of Chinese learning, how to choose the textbook is very important.While this paper chooses four textbooks of Teaching Chinese as A Foreign Languageas the study objects, which are recommended by the NOCFL web site with high usagerates, to try to explore and analyze the interest value of textbooks. These four booksare Happy Chinese, Learn Chinese with Me for juveniles, and Conversational Chinese301, Experiencing Chinese for Adults.
In the principle of compiling a textbook, the importance of interesting principlehas been affirmed. During the elementary stage of Chinese learning, an interestingtextbook can not only attract the learners, but also stimulate their interests of keepingon learning Chinese. Based on the study theory of interesting principle of the textbooksof Teaching Chinese as A Foreign Language in educational field, this paper mainlyanalyses and studies these four textbooks from the aspects of form, content and users,and sums up the interesting forms of the four books. For the users of elementary stagetextbooks, the project of the interesting principle which will be studied in this paperare the degree of the correlation between character set, plot consistency, topics and theusers, the content and display of cultural parts, the configuration of pictures, activitiesand multi-media, as well as the arrangement of language projects like Chinesecharacters, new words, texts and exercise. This paper will analyze the designingsuccess and failure of the textbooks' interesting value from the gotten data.
Combining with the data sorting from the interesting project, this paper will makesome suggestions for later revision and compiling of the textbooks of TeachingChinese as A Foreign Language in elementary stage. For the Chinese textbooks inelementary stage for juveniles, except using the vivid images to display the culturalcontent, we need to enrich its content in topics, use the pictures and activities whichare met with their ages to enhance the enjoyment of the textbook, in the end to improvethe interests of juveniles to learn Chinese. For the Chinese textbooks in elementary stage for adults, we could enlarge its knowledge in culture; optimize the formdesigning to improve the enjoyment, finally to meet the interests of learning Chinesefor adults.
在教材编写原则中，趣味性原则的重要性已经得到了肯定。在汉语学习初级入门阶段，一本有趣的教材不但能吸引学习者，更能激发他们继续学习汉语的兴趣。本文基于学界已有的对外汉语教材趣味性研究理论，结合对2011-2012年度吉林大学赴泰国汉语志愿者及泰国学生使用教材的调查问卷结果，分析已选教材趣味性的体现，分别从非课文趣味性、印刷趣味性与语言趣味性等几方面进行分析讨论，总结对外汉语初级教材趣味性特征，对如何增强其趣味性提出一些建议。
在对教材趣味性分析讨论的基础上，对今后对外汉语初级教材的修订、编写提出一些建议。未成年使用的汉语初级教材要具有使用的话题丰富内容，通过生动的形象展示文化内容，与其年龄等特定相符的图片和活动能增强教材的趣味性，吸引未成年人学习汉语的兴趣。成年人使用的汉语初级教材可以通过增强知识性，加大文化含量，优化形式设计来增强教材的趣味性，同时满足成年人对汉语的兴趣。
With the uninterrupted heating up of Chinese Fever all over the world duringthese years, more and more foreigners are interested in Chinese, and start learning it. Inthe elementary stage of Chinese learning, how to choose the textbook is very important.While this paper chooses four textbooks of Teaching Chinese as A Foreign Languageas the study objects, which are recommended by the NOCFL web site with high usagerates, to try to explore and analyze the interest value of textbooks. These four booksare Happy Chinese, Learn Chinese with Me for juveniles, and Conversational Chinese301, Experiencing Chinese for Adults.
In the principle of compiling a textbook, the importance of interesting principlehas been affirmed. During the elementary stage of Chinese learning, an interestingtextbook can not only attract the learners, but also stimulate their interests of keepingon learning Chinese. Based on the study theory of interesting principle of the textbooksof Teaching Chinese as A Foreign Language in educational field, this paper mainlyanalyses and studies these four textbooks from the aspects of form, content and users,and sums up the interesting forms of the four books. For the users of elementary stagetextbooks, the project of the interesting principle which will be studied in this paperare the degree of the correlation between character set, plot consistency, topics and theusers, the content and display of cultural parts, the configuration of pictures, activitiesand multi-media, as well as the arrangement of language projects like Chinesecharacters, new words, texts and exercise. This paper will analyze the designingsuccess and failure of the textbooks' interesting value from the gotten data.
Combining with the data sorting from the interesting project, this paper will makesome suggestions for later revision and compiling of the textbooks of TeachingChinese as A Foreign Language in elementary stage. For the Chinese textbooks inelementary stage for juveniles, except using the vivid images to display the culturalcontent, we need to enrich its content in topics, use the pictures and activities whichare met with their ages to enhance the enjoyment of the textbook, in the end to improvethe interests of juveniles to learn Chinese. For the Chinese textbooks in elementary stage for adults, we could enlarge its knowledge in culture; optimize the formdesigning to improve the enjoyment, finally to meet the interests of learning Chinesefor adults.
引文
[1]李泉.论对外汉语教材的趣味性，中国对外汉语教学学会第七次学术讨论会论文选[C],人民教育出版社,2002.
[2]国家汉办网站：http://jiaocai.chinese.cn/index_main
[3]《跟我学汉语》p28。
[4]《汉语会话301句》p6。
[5]刘颂浩.关于对外汉语教材趣味性的几点认识[J].语言教学与研究,2008(5).
[6]《快乐汉语》P19。
[7]《快乐汉语》P27。
[8]《汉语会话301句》P63。
[9]《体验汉语》I。
[10]《汉语会话301句》P80。
[11]《体验汉语》P123。
[1]陈满华.小议初级班教学的幽默语言策略[J].世界汉语教学,1995(2).
[2]陈曦.试论少儿对外汉语教材的针对性和趣味性,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[3]程裕祯.我对汉语教材编写的新设计,第六届国际汉语教学讨论会论文选[C].1999.
[4]邓恩明.语言教材要有趣[J],语言教学与研究,1983(2).
[5] Gardner.R.C. Social Psychology and Language Learning: The Role ofAttitudes and Motivation [M].London Edward Arnold.1985.
[6]高彦德等.外国人学习与使用汉语情况调查报告[M],北京:北京语言学院出版社,1993.
[7]郭志良、杨惠元、高彦德.《速成汉语初级教程·综合课本》的总体构想及编写原则[J],世界汉语教学,1995(4).
[8]黄立.图片在基础汉语教材中的应用——兼谈基础汉语教材的趣味性问题[J],北大海外教育,北京大学出版社,1997(1).
[9]胡明扬.对外汉语教学基础教材的编写问题[J],语言教学与研究,1999(1).
[10]吕必松.基础汉语教学课型设计和教材编写的新尝试[J],语言教学与研究,1985(4).
[11]刘德联.注重教学的趣味性,对外汉语教学法研究[M],北京：北京大学出版社，1996.
[12]陆俭明.进一步以科学态度对待汉语教材编写，第九届国际汉语教学讨论会论文选[C],2009.
[13]李泉.近20年对外汉语教材编写和研究的基本情况述评[J],语言文字应用,2002(3).
[14]李泉.论对外汉语教材的趣味性，中国对外汉语教学学会第七次学术讨论会论文选[C],人民教育出版社,2002.
[15]李泉.论对外汉语教材的针对性[J],世界汉语教学,2004(2).
[16]李润新.树立科学的编教观,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[17]刘颂浩.论阅读教材的趣味性[J].语言教学与研究,2000(3).
[18]刘颂浩.我们的汉语教材为什么缺乏趣味性[N].暨南大学文学院报,2005(2).
[19]刘颂浩.关于对外汉语教材趣味性的几点认识[J].语言教学与研究,2008(5).
[20]刘珣.新一代对外汉语教材的展望——再谈汉语教材编写原则[J].世界汉语教学,1994(1).
[21]刘珣.对外汉语教育学引论[M].北京:北京语言大学出版社,2000.
[22]李旖旎.少儿华文教学对象特点,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[23]刘召兴.儿童发展中的认知能力与少儿汉语教学,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[24]孟国.趣味性原则在对外汉语教学中的作用和地位[J],语言教学与研究》,2005(6).
[25]盛炎.语言教学原理[M],重庆:重庆出版社,1990.
[26]佟秉正.初级汉语教材的编写问题[J],世界汉语教学,1991(1).
[27]赵金铭.论对外汉语教材评估[J],语言教学与研究,1998(3).
[28]赵金铭.跨越与汇通——论对外汉语教材研究与开发[J],语言文字应用,2004(2).
[29]赵金铭.对外汉语教学概论[M],商务印书馆,2008.
[30]张灵芝.对外汉语教学心理学引论[M],厦门:厦门大学出版社,2006.
[2]国家汉办网站：http://jiaocai.chinese.cn/index_main
[3]《跟我学汉语》p28。
[4]《汉语会话301句》p6。
[5]刘颂浩.关于对外汉语教材趣味性的几点认识[J].语言教学与研究,2008(5).
[6]《快乐汉语》P19。
[7]《快乐汉语》P27。
[8]《汉语会话301句》P63。
[9]《体验汉语》I。
[10]《汉语会话301句》P80。
[11]《体验汉语》P123。
[1]陈满华.小议初级班教学的幽默语言策略[J].世界汉语教学,1995(2).
[2]陈曦.试论少儿对外汉语教材的针对性和趣味性,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[3]程裕祯.我对汉语教材编写的新设计,第六届国际汉语教学讨论会论文选[C].1999.
[4]邓恩明.语言教材要有趣[J],语言教学与研究,1983(2).
[5] Gardner.R.C. Social Psychology and Language Learning: The Role ofAttitudes and Motivation [M].London Edward Arnold.1985.
[6]高彦德等.外国人学习与使用汉语情况调查报告[M],北京:北京语言学院出版社,1993.
[7]郭志良、杨惠元、高彦德.《速成汉语初级教程·综合课本》的总体构想及编写原则[J],世界汉语教学,1995(4).
[8]黄立.图片在基础汉语教材中的应用——兼谈基础汉语教材的趣味性问题[J],北大海外教育,北京大学出版社,1997(1).
[9]胡明扬.对外汉语教学基础教材的编写问题[J],语言教学与研究,1999(1).
[10]吕必松.基础汉语教学课型设计和教材编写的新尝试[J],语言教学与研究,1985(4).
[11]刘德联.注重教学的趣味性,对外汉语教学法研究[M],北京：北京大学出版社，1996.
[12]陆俭明.进一步以科学态度对待汉语教材编写，第九届国际汉语教学讨论会论文选[C],2009.
[13]李泉.近20年对外汉语教材编写和研究的基本情况述评[J],语言文字应用,2002(3).
[14]李泉.论对外汉语教材的趣味性，中国对外汉语教学学会第七次学术讨论会论文选[C],人民教育出版社,2002.
[15]李泉.论对外汉语教材的针对性[J],世界汉语教学,2004(2).
[16]李润新.树立科学的编教观,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[17]刘颂浩.论阅读教材的趣味性[J].语言教学与研究,2000(3).
[18]刘颂浩.我们的汉语教材为什么缺乏趣味性[N].暨南大学文学院报,2005(2).
[19]刘颂浩.关于对外汉语教材趣味性的几点认识[J].语言教学与研究,2008(5).
[20]刘珣.新一代对外汉语教材的展望——再谈汉语教材编写原则[J].世界汉语教学,1994(1).
[21]刘珣.对外汉语教育学引论[M].北京:北京语言大学出版社,2000.
[22]李旖旎.少儿华文教学对象特点,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[23]刘召兴.儿童发展中的认知能力与少儿汉语教学,李润新：世界少儿汉语教学与研究[M].北京:北京语言大学出版社,2006.
[24]孟国.趣味性原则在对外汉语教学中的作用和地位[J],语言教学与研究》,2005(6).
[25]盛炎.语言教学原理[M],重庆:重庆出版社,1990.
[26]佟秉正.初级汉语教材的编写问题[J],世界汉语教学,1991(1).
[27]赵金铭.论对外汉语教材评估[J],语言教学与研究,1998(3).
[28]赵金铭.跨越与汇通——论对外汉语教材研究与开发[J],语言文字应用,2004(2).
[29]赵金铭.对外汉语教学概论[M],商务印书馆,2008.
[30]张灵芝.对外汉语教学心理学引论[M],厦门:厦门大学出版社,2006.