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隆德大学是瑞典汉语教学的重镇,该大学中文专业(即原来的中文系)初级阶段汉语教学使用的《初级汉语》是一套自编教材,趣味性强、中瑞文互照,使用长达十余年。据统计,与《汉语水平词汇与汉字等级大纲》甲级词相比,有41%的甲级词没有在《初级汉语》中出现。《初级汉语》词汇超纲现象比较明显,汉字出现的次序随着课文的内容走,没有按照《汉语水平词汇与汉字等级大纲》的分级标准安排词汇及汉字顺序。此外,由于没有专门开设汉字课,学生很难掌握汉字的结构,所以汉字成了制约学生汉语水平的瓶颈。本文尝试以瑞典隆德大学中文专业为例,对非汉字文化圈初级阶段的词汇与汉字教学进行梳理,并探讨如何针对非汉字文化圈汉语学习者开展有效的词汇和汉字教学。
Lund University is the center of Swedish teaching in China. The Chinese used in the university (that is, the original Chinese department) is a set of self-compiled textbooks for primary Chinese teaching, which is of interest to students. For more than ten years. According to statistics, 41% of Grade-A words do not appear in “Elementary Chinese” compared with Grade-A words of “Chinese Proficiency Vocabulary and Chinese Character Outline”. The vocabulary of “primary Chinese” is more obvious. The order in which Chinese characters appear follows the content of the text, and the order of vocabulary and Chinese characters is not arranged in accordance with the grading standards of “Chinese Proficiency Vocabulary and Chinese Character Syllabus”. In addition, since it is difficult for students to grasp the structure of Chinese characters because Chinese characters classes are not specially provided, Chinese characters have become the bottleneck that restricts students’ Chinese proficiency. This article attempts to take the Chinese major of Lund University in Sweden as an example to sort out vocabulary and Chinese teaching in the initial stage of non-Chinese cultural circle and to explore how to carry out effective vocabulary and Chinese teaching for Chinese learners in non-Chinese cultural circle.