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中华文化和汉语教学从来都密不可分。为了探讨两者之间的互动关系,有关研究人员已经进行了大量的研究。但已有研究多侧重于教学中文化内容的选择和文化对教学的促进作用,多属于定性研究。本文尝试对新加坡汉语教学中的文化因素进行量化分析,以揭示当地汉语教学的特点。具体的研究方法为课堂语篇分析,研究对象是新加坡中小学教师在教学过程中所形成的教师话语。为实现课堂语篇的量化分析,本文从语篇范围、语篇基调和语篇模式入手,提出三维双阶的课堂语篇分析模式。以此分析模式为基础,本文对收集整理所得的109个课堂语篇进行了量化分析。分析的结果表明,现阶段新加坡的汉语教师已较少辟出专门的时间讲解文化知识。但是,中华文化对当地汉语教学的影响力依旧强大,主要表现在教学过程中背景知识的选择、课堂上中华交际文化的传承和传统教学方法的延续。由此,本文认为新加坡汉语课堂上的文化因素多以隐性方式存在,并尝试对这一存在形式产生的原因进行了分析。
Chinese culture and Chinese teaching have always been inseparable. In order to explore the interaction between the two, the researchers have carried out a lot of research. However, most researches have focused on the choice of cultural contents in education and the promotion of culture on teaching, which are mostly qualitative research. This article attempts to quantify the cultural factors in Chinese teaching in Singapore to reveal the characteristics of local Chinese teaching. The specific research method is classroom discourse analysis. The research object is the teacher’s discourse formed by the primary and secondary school teachers in Singapore. In order to realize the quantitative analysis of classroom discourse, this dissertation starts from the scope of discourse, the tone of discourse and the mode of discourse, and puts forward a three-dimensional and two-stage discourse analysis model. Based on this analysis mode, this paper quantitatively analyzes the collected 109 classroom discourses. The results of the analysis show that at this stage, fewer Chinese teachers in Singapore have devoted themselves to explaining cultural knowledge. However, the influence of Chinese culture on local Chinese teaching is still strong. It is mainly reflected in the selection of background knowledge in the teaching process, the inheritance of Chinese communicative culture in the classroom and the continuation of traditional teaching methods. Therefore, this paper argues that many of the cultural factors in the Singapore Chinese class exist in a hidden way, and try to analyze the reasons for the existence of this form.