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1.对外汉语教学需要改革。 对外汉语教学史是由两种对峙的力量推动的:一种力量要求改革创新,另一种力量要求维护陈见,二力相争,若后者占上风,教学便循连续的传统平稳发展,反之,若前者占上风,教学则打断传统,跳跃前进。 改革有三种类型:变革型、修正型、盲动型。对外汉语教学40年中,较大的改革有四次: 第一次是50年代末以《汉语教科书》(北京大学,1958年)为代表的改革,这次改革是变革型的,它是对外汉语教学的奠基石。它的最大功绩是初步形成了我国对外汉语教学语法的基本路子。
1. Teaching Chinese as a second language needs reform. The history of teaching Chinese as a foreign language is driven by two forces of confrontation: one requires reform and innovation, and the other requires the maintenance of Chen Jian and the struggle between two forces. If the latter prevails, the teaching follows a continuum of traditional and steady development, On the contrary, if the former prevails, teaching breaks the tradition and jumps forward. There are three types of reform: transformational, corrective, blindness. In the 40 years of teaching Chinese as a foreign language, the larger reform has been carried out four times. The first is the reform represented by the Chinese textbook (Peking University, 1958) in the late 1950s. This is a transformational reform. It is an external reform The cornerstone of Chinese teaching. Its greatest achievement is the initial formation of the basic way of Chinese teaching Chinese as a foreign language.