基于对外汉语教学的多音字研究.doc

基于对外汉语教学的多音字研究 摘要 在对外汉语教学中,多音字教学作为汉字教学的一部分,其阶段性教学内容 并不明确,原因是没有对多音字等级和普通汉字等级进行区分。多音字一个字形 对应多个音项,不同于一般汉字的一字一音。根据多音字定义,只有出现两个或 者两个以上音项的汉字才能称为多音字。 本文对《汉语国际教育用音节汉字词汇等级划分》中的多音字进行统计,确 定多音字教学的全部内容。然后从总体教学内容和阶段性教学内容两个角度对多 音字教学内容进行整理。在总体教学内容整理上,主要依据容错度原则,简化高 容错度多音字的教学。阶段性教学内容中,对各级汉字中多音字的音项等级进行 了分析,证实了多音字等级并不完全等同于普通汉字等级。为不同阶段多音字教 学内容的安排提供依据。 总体教学内容上,重点突出,难点明确;阶段性教学内容上,阶段分明,前 后关联,形成多音字的教学链条。教学方法上,充分利用音项的特点,选择适 当 的教学方法。另外,将多音字与语音教学相联系,进一步挖掘多音字的教学价 值。 关键词:对外汉语教学,多音字,等级划分,教学方法 I Abstract In the process of teaching Chinese as a second language, the teaching contens of homophones are not explicit in different satages.Because homophones’ grade is not distinguished from Chinese characters’ grade. Homophones have one glyph and more than one pronunciation, which is different from ordinary characters. In the light of the definition of homophone, we can call a Chinese character homophone only when it has two or more pronounciationsWe count homophones in the Graded Chinese Syllables,Characters, and Words for the Application of Teaching Chinese to the Speakers of Other Languages to know the overall contents. Then we sort out main teaching contents from the overall contents and arrange the contents in different stages.According to the Error Tolerance Principle , we simplify the homophones often misused. By grading homophones according to their pronunciation , we find the difference between homophones’ grade and Chinese characters’ grade. And the teaching contents in different stages should be arranged on the basis of homophones’ gradeIn this article, teaching of homophones and words are connected, difficulties are clear and emphases are outstading.On the teaching methods, we use relations between pronunciations and combine the teaching of homophones with the phonics to mining the teaching value of homophonesKey words: TCSL; homophones; grading; teaching methodsII 目录 摘要. I AbstractII 目录III 1.绪论1 1.1 关于多音字研究的综述1 1.2 存在的问题 2 1.3 研究对象3 1.4 研究方法与意义4 1.5 多