摘要
对外汉语语篇教学研究经历了萌芽、初探与发展三个阶段,主要侧重于语段与语篇教学内容与策略、语篇衔接偏误分析。研究不断走向细化,体现为不同课型语篇教学、不同汉语阶段语篇教学、不同母语背景汉语学习者的语篇教学等。然而,由于未能结合教学环境、汉语研究、教学内容、学习机制、教师、学生等六要素开展全面分析与研究,使得对外汉语语篇教学大纲仍未建立起来,因此,亟需系统、细致、全面的研究。只有不断加强汉语语篇教学内容、偏误、习得与学习策略研究,才能建立起科学的语篇教学模式。
Chinese discourse teaching research, strategies of paragraph and discourse as well as phases which mainly focus on the teaching content and teaching discourse cohesion error analysis, has experienced three of budding, preliminary and development. The research continues to be refined especially in its branches of discourse teaching of different courses, different stages, Chinese learners of different background. However, syllabus of Chinese as a foreign language language teaching has not been set up yet as none comprehensive analysis combined with the six major elements of teaching environment, the study of Chi- nese, teaching content, learning mechanism, teachers, students, has ever been carried out so far. Therefore, a systematic, meticulous and comprehensive study is required. In addition, Chinese discourse re- search of teaching content, error, acquisition and learning strategies are to be strengthened to establish a scientific system of discourse teaching mode.
出处
《海外华文教育》
2017年第3期414-423,共10页
Overseas Chinese Education
关键词
对外汉语
语段教学
语篇教学
语篇衔接偏误
教学内容
Chinese as a foreign errors
content of courses language
utterance teaching
discourse teaching
discourse cohesion
作者简介
周红，上海财经大学国际文化交流学院副教授，硕士生导师，文学博士，研究方向为现代汉语语法、对外汉语教学。Email：hellozhouhong@163．com
