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在国际汉语教育中运用探讨词源的方法不仅能弥补教材释词不够详细的欠缺,详细回答留学生提出的问题,提高他们的学习兴趣,较好地完成课堂教学任务,而且还能扩展留学生的文化知识,训练他们掌握基本的科研方法,即了解常用的中文工具书知识、深入思考问题、初步接触科研活动。探讨词源常用的方法有:查找中文工具书,从语音、形体、意义、方言等侧面入手进行分析和综合判断等。教师能够灵活利用探讨词源进行教学活动,如布置课外作业、查阅词典收集资料、开展课堂讨论、写文章提高写作能力等等。
The method of using etymology in international Chinese education can not only make up for the lack of detailed and detailed explanation of the textbooks, but also answer the questions raised by the students in detail, improve their interest in learning, accomplish the task of classroom teaching well, and expand the culture of foreign students Knowledge, training They master the basic scientific research methods, that is, knowledge of commonly used Chinese tools, in-depth thinking, initial contact with scientific research activities. The common etymological methods include: Finding Chinese reference books, analyzing and synthetically judging from the aspects of voice, form, meaning and dialect. Teachers have the flexibility to use etymology to explore teaching activities such as arranging homework assignments, accessing dictionaries to collect information, conducting class discussions, writing articles and improving writing skills.