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对少数民族学生的汉语教学,属第二语言教学,我们称之为“双语教学”。笔者长期从事对新疆维吾尔、哈萨克等少数民族学生的汉语教学,深感语言教学确实“是一门艺术”,它要求教师不仅有熟练的专业知识,而且要有深厚的汉文化知识和少数民族文化知识的功底,还要把握高明的教学法艺术。就是说,要搞好双语教学,不能仅仅满足于一般化发音、字、词、语法等讲解,还必须在语言的文化背景知识、词汇语义、语用以及教学法艺术等深层次问题上下功夫,这样才能使双语教学开创一个更高更新的境界。本文拟就对成语教学、阅读课教学、朗读教学的探讨来说明这一问题,请同行专家指正。
Chinese teaching to ethnic minority students belongs to the second language teaching, which we call “bilingual teaching.” I have been engaged in teaching Chinese in ethnic Uygur and Kazakh ethnic groups in Xinjiang for a long time. I feel deeply that “language teaching” is indeed “an art.” It requires teachers not only to have good professional knowledge, but also to have profound knowledge of Chinese culture and ethnic cultures The foundation of knowledge, but also grasp the bright teaching art. That is to say, to improve bilingual teaching, we can not just be satisfied with general pronunciation, words, grammar, etc. We must also work hard at deep-seated problems such as language cultural background knowledge, vocabulary semantics, pragmatics and pedagogical arts, This will enable bilingual teaching to create a higher and newer realm. This article intends to illustrate idioms teaching, reading class teaching, reading teaching to illustrate this issue, please correct the experts.