Looking at the principles and strategies of teaching Chinese as a foreign language, the teaching of traditional culture in China is an important part of teaching Chinese as a foreign language. Teachers of teaching Chinese as a foreign language should flexibly choose teaching strategies such as random infiltration, special lectures, cross-cultural practice and special research, adhere to the principle of teaching students in accordance with their aptitude and step by step, and introduce more relevant contents of China traditional culture, so as to improve the Chinese level of foreign students and deepen their understanding of China traditional culture. The following is a model essay I collected on the principles and strategies of teaching Chinese as a foreign language. Welcome to read the reference.
Abstract: The position of idiom teaching in teaching Chinese as a foreign language cannot be underestimated. All kinds of teaching materials for teaching Chinese as a foreign language choose idioms related to animals, which bear the special feelings and the extension of civilization placed by the Chinese nation. Based on the outline and semantics of selecting words in teaching Chinese as a foreign language, this paper analyzes the teaching standards of such words in civilized teaching of Chinese as a foreign language, and puts forward corresponding strategies.
[Keywords:] Idioms; Animals; Teaching Chinese as a foreign language
introduce
Idioms are an important part of Chinese vocabulary, and idioms containing animal-related morphemes account for a certain proportion in the idiom family. The diversity of flowers and fruits and the laws of vegetation bear the special feelings of the Chinese nation and the extension of civilization. Idiom teaching has the dual nature of verbal teaching and civilized teaching in teaching Chinese as a foreign language, and its position in teaching Chinese as a foreign language cannot be underestimated. This paper takes animal-related idioms in local textbooks for teaching Chinese as a foreign language as the research object, analyzes their word selection and semantic stagnation, and discusses the standards and strategies for teaching Chinese as a foreign language.
Firstly, it analyzes the basic situation of choosing animal idioms in teaching Chinese as a foreign language.
In this paper, the vocabulary of sprint to success, intermediate Chinese reading course, primary Chinese reading course 1, Boya Chinese primary take-off course, primary Chinese newspaper reading course, primary Chinese reading and writing course, developing Chinese primary Chinese writing course and new Chinese newspaper reading course stopped counting, and all the teaching materials were lost.
(1) It's overwhelming to make a hundred steps through the poplar, which means cursing at mulberry trees, cutting through thorns, Conan's dream, cooking without rice, nine Niu Yi hairs, fleeting, indiscriminate and in full swing.
(2) The national color is beautiful, the flowers are blooming, the roots are deep and the leaves are luxuriant, the grass is long and the warblers are flying, the flowers are blooming, and the details are rich and colorful. In the final analysis, the seedlings are long, the dragonflies are long, the trees are three points deep, the birds are singing and the flowers are fragrant, and the ancient trees are towering and unique. According to the classification of real animals and virtual animals, idioms in the first part, such as unstoppable, Conan's dream and fleeting, clearly point out some animals that exist in nature, such as bamboo, boxwood, epiphyllum and other detailed animals, that is, real animals. In the second part, the idioms such as flowers, grass, flowers, and towering old trees do not clearly indicate what animals they are, but refer to an animal, that is, empty fingers. In real animal idioms, the characteristics or attributes of a specific animal are firmly grasped and used, while in virtual animal idioms, the characteristics or attributes of general animals are firmly grasped and used [1] 129. From the above classification, we can see that the proportion of virtual animal idioms is definitely higher than that of real animal idioms, which shows that the idiom teaching part of teaching Chinese as a foreign language is more inclined to start with the same characteristics and attributes of generic animals. At the same time, we can find that most idioms in these textbooks have nothing to do with daily life. For example, rice, millet and sorghum are staple foods, and one third of them touch flowers. Obviously, these textbooks for teaching Chinese as a foreign language tend to be close to life in the choice of words, which makes it easy for teachers to show real idioms in the teaching process.
Secondly, the semantic features of animal idioms are analyzed.
To stop analyzing the animal-related idioms mentioned in this article from the semantic scope, we can start from the following aspects.
(1) Literal meaning
Every idiom has a literal meaning, which is the root of the idiom, and its extended meaning and figurative meaning all come from this root [2] 1 14. For example, towering old trees refer to old trees that are flourishing and towering into the sky. The meaning of this idiom is literal and easy to understand. The quantity is absolutely small.
(b) the importance of different sources.
1. Only by fully understanding the source of idioms can we accurately understand the semantics contained in idioms and successfully complete the teaching task. Idioms come from a wide range of sources and have many classifications. Among them, there are bits and pieces from words, fables, myths and legends, historical events and noun quotations; There are also bits and pieces from spoken language, such as official statements. And [3] 132 borrow a foreign language. The sources of animal idioms involved in this paper are: 1. Fable stories, such as: (1) Conan's dream, refer to Lv Sheng's distress of staying in Handan Hotel once, being neither rich nor poor all day. After a sleep, I had a good dream of enjoying wealth and poverty all my life. When I woke up, I found that even the Huang Liang rice cooked by my boss was not cooked. Metaphor is the disillusionment of dreams. (2) Pulling out seedlings to encourage growth refers to a modern Song Dynasty man who pulled out seedlings in his field in order to make them grow rapidly, and as a result, the seedlings grew rapidly. It is clear that the development of things has its own laws and objective will cannot be imposed. This idiom is a dilution of fable. Fables are obviously ironic and instructive, and figurative stories are meaningful. This idiom is characterized by its positive implication and enlightenment.
2. Historical stories, such as: (1) Hundred Steps Through Poplar originated in the Spring and Autumn Period. Yang is good at archery and can shoot willow leaves from a hundred paces away. Later, he described archery or marksmanship as poor and extended it to high skill. (2) The Moon Pass and Flower Pass refer to the story of the Three Kingdoms, Diusim and Yue Bai. Clouds covered the bright moon, which was just seen by Wang Yun. Wang Yun told everyone that the story of Diusim is more beautiful than the moon, but the moon can't, hiding in front of the clouds. Shame on flowers refers to Shang Huashi and Yang Yuhuan in the Tang Dynasty. She just touched the flowers. Petals swell immediately, and green leaves roll low. Gong E said everywhere that Yang Yuhuan was more beautiful than flowers, and flowers bowed their heads shyly. Originally associated with sinking fish and falling wild geese, it describes the four modern beauties in China, who look like fairies. Now refers to the male appearance is beautiful. This idiom stops diluting things through lengthy words and is based on reality. In an absolute sense, idioms from fables do not focus on satire and educational significance, but are more descriptive and descriptive, so they have less extended meaning.
3. Poetic sentences, such as: (1) Dragonfly Water comes from the poem of Meng Jiao, a poet in the Tang Dynasty. It used to be dirty and lacked boasting, but now it is endless addiction. Spring breeze is full of horseshoe disease, and you can see all the Chang 'an flowers in one day. The original description is that things are going well and I am in a good mood. Take a cursory look (2) The grass grows and the warbler flies from Qiu Chi's Book with Chen Bo in the Southern Dynasties: In late spring and March, the grass grows in the south of the Yangtze River and the peanut tree warbler flies. Later, the beautiful scenery of spring was described by the long grass warbler flying. This idiom is the essence extracted from poems and sentences, and it has a strong literariness. It can improve literary talent and play a greater role in writing. 4. Borrowed idioms, such as (1), are fleeting, meaning that a beautiful thing or phenomenon appears for a while and soon disappears. From "Hokkekyo Convenient Articles": Buddha tells Sharifutsu; If it is a wonderful method; The Buddha is coming; Time is to be said; For example, excellent potted flowers; Speaking of ears. (2) The Goddess Scattered Flowers was originally a Buddhist story. The goddess scattered flowers to test the path of the bodhisattva and disciples, and the flowers fell on the bodhisattva and then on the disciples. Later, I will describe what it looks like to pour things or snow. This idiom contains more morphemes than Buddhism and Buddhist scriptures. It is usually a Buddhist term, but its usage and habits are all in Chinese, so there is a gap between its original meaning and literal meaning, which is absolutely difficult to understand and use.
(C) Pay attention to the significance of national spirit and civilization
Speech is a portrayal of the civilization and soul of a social group. Han people have specific ways of thinking and expression habits when they look at different animals. After stopping the association and imagination of animal morphological characteristics and growth habits, special civilization information and aesthetic thoughts are carried on animal-related idioms. Animals have nothing to do with human life, and their various forms and reproduction laws are very characteristic. These characteristics inspired people to invent idioms including animal-related morphemes. The physical characteristics of animals are inspiring. For example, the biggest feature of millet is its small size, so people invented nine Niu Yi hairs, which means a millet in the sea. The metaphor is very small, very small. Idioms such as towering ancient trees also belong to this category. The growth law of animals gives us enlightenment. For example, epiphyllum blooms beautifully, but it blooms immediately after flowering, and the whole process from lace to flowering takes only four hours. So people use fleeting to describe the impermanence of good things. Idioms such as "Three Friends at the Age of Cold", "Long Grass" and "Yingfei" also belong to this category. On the basis of literal meaning, idioms are endowed with richer meanings through the rendering of national civilization. The reason why the additional meaning of civilization can be used as the adjustment mechanism of speech value is because it is national and must be used and expressed by a nation when using speech [4]60.
Thirdly, the teaching standards and strategies of animal idioms in teaching Chinese as a foreign language.
According to the semantic characteristics of animal idioms, the following teaching standards can be followed in the process of teaching Chinese as a foreign language:
(A) Animal-related teaching standards for Chinese idioms as a foreign language
1. Typical morpheme-standard animal idioms have fixed structures and expressions, but the meanings of a few animal idioms are not only literal meanings, but also rich extended meanings and figurative meanings, which can have different meanings in different contexts and act as different sentence components. The purpose of speech teaching is to cultivate Mr. Liu's ability to stop communication by using the language he has learned. Therefore, in the teaching process, teachers should choose common and typical animal morphemes and examples of collocation stop, design context and practice repeatedly to deepen Mr. Liu's understanding.
2. Civilization is the standard of comparison. Idioms related to animals are national, including animals bearing the same national civilization and aesthetic taste of the Han nationality. Therefore, Mr. Liu with different civilization backgrounds and social backgrounds can have a negative civilization transfer when studying, because there is no such animal in the mother-tongue country, and the cognition of this animal in the mother-tongue civilization is different from that in Chinese civilization. Therefore, teachers should pay attention to the explanation of the extension of civilization in the process of explanation, and guide teachers to distinguish the meaning of this animal in different countries' civilizations through the comparison of civilizations. Try to analyze and show the national characteristics of such idioms when explaining them. Guide Mr. Liu to distinguish the difference between mother tongue civilization and Chinese civilization and deepen his memory.
The teacher should guide Mr. Liu to stop attributing the idioms he has learned at an appropriate time. For example, you can stop the reduction through the tree diagram, take the root animal morpheme as the root, and add a branch every time you learn a new idiom related to it. This will help Mr. Liu review in time and learn new things. Guide Mr. Liu to discover the rules contained in idioms by summing up, and stop making sentences and exchanging synonyms, so as to achieve the effect of drawing inferences from others and achieving mastery.
4. review the old and learn the new. We should stop recording animal-related idioms that are difficult for Mr. Liu to understand and often make mistakes in the application process, analyze the difficulties in Mr. Liu's study and the reasons for his frequent mistakes, stop explaining and practicing again in a targeted way, and stop slowly and steadily. For example, Mr. Liu often mistook dragonflies for a cursory look at flowers, which is a typical example, and the later meaning of this idiom is quite different from today's usual intention. The teacher should point out that walking in modern Chinese means running in ancient Chinese, that is, riding a running horse to see the flowers on the roadside. Because the horse runs very fast, the rider can't see every flower clearly, so he can only have a cursory look. So this idiom now means to have a cursory look.
(B) Teaching strategies of animal idioms as a foreign language
The teaching of animal idioms is not an independent course, but it will be involved in the teaching process, so I will not repeat it here. A few animal-related idioms have different semantics in different contexts, so Mr. Liu is restrained in using them, which requires teachers to formulate corresponding teaching strategies according to the semantic characteristics of such idioms in the teaching process, that is, intuitive display, story image, original text introduction and civilization introduction. Stimulate Mr. Liu's enthusiasm for learning such idioms.
1. Visual display. For commonly used idioms related to animals, if they have literal meaning, you can stop teaching by using intuitive methods such as objects or pictures when explaining them. Animals included in idioms mentioned in textbooks for teaching Chinese as a foreign language are usually rare animals in life. In the process of explanation, teachers can show Mr. Liu the real objects of related animals in class, or perhaps guide Mr. Liu to deepen the close contact between nature and related animals. Let Mr. Liu stop drawing or even not drawing animal shapes, which will help deepen the impression. For animals that are difficult to display in kind, they can also stop using pictures to display. For example, when explaining towering ancient trees, if there are ancient trees on campus, you can indirectly guide Teacher Liu to watch them. If there are no suitable trees around the campus, you can look for information about ancient and famous trees in China on the Internet and show it to Teacher Liu. From the aspects of age and shape, it presents a picture of towering ancient trees. For the practice of this kind of idiom, you can divide Mr. Liu into groups and stop playing games such as drawing, guessing, and you can say I guess. This link is not only intuitive and vivid, but also can mobilize the classroom atmosphere and help Mr. Liu deepen his memory.
2. Story images. For idioms derived from fables and historical stories, teachers can also explain the origin and meaning of idioms in detail when explaining animal-related idioms with strong local stories, and even lead to other idioms to stop contact learning. For example, to explain that a hundred paces can penetrate Yang, we can use the intention of the general of Qin State to attack Wei in the Warring States Period, and the counselor of Wei State went to see Zhou and asked Zhou to send messengers to persuade Bai Qi to maintain his defense. The messenger told the general the story of shooting at the willow leaves with a hundred paces. After Yang shot at the willow leaves with a hundred paces, a wise man pointed him out. Once his physical strength was exhausted, he only needed one slip and his reputation could be ruined. Therefore, a person who is really good at archery should pay attention to sticking to his reputation. After hearing this story, the general suspended his defense against Wei in order to maintain his invincible reputation. In this story, we can also draw a series of idioms, such as, invincible, invincible, enough is enough, China people advocate the golden mean, enough is enough. This kind of idiom usually has rich video materials, such as movies, documentaries, animations, songs and so on. Teachers can combine traditional teaching methods with multimedia teaching, show relevant movies, documentaries or animations to Mr. Liu before formal teaching, or arrange for Mr. Liu to learn relevant songs voluntarily before class. For the practice of this kind of idioms, we can hold historical storytelling contest, fable story-making contest and idiom playing contest. Let Mr. Liu learn automatically in the process of preparation and suspension through entertaining.
3. Introduce the original text. In view of the fact that animal-related idioms come from poetic sentences, such idioms are literary and often used in writing. The frequency of application in daily life and oral communication is absolutely low. When explaining such idioms, teachers should introduce the original text and appropriately guide teachers to stop appreciating the original text. For example, when explaining that the grass grows and the warbler flies, it was introduced into the book Late Spring March by Qiu Chi and Chen Bo in the Southern Dynasties. In the south of the Yangtze River, the grass grows and the warblers fly, and the peanut trees are miscellaneous. Stop translating the original text and guide Mr. Liu to describe his understanding of the word "grass grows and warblers fly" in his own words. Teachers can also guide Mr. Liu to stop writing idioms, which will help Mr. Liu fully understand the meaning and usage of idioms. The practice methods of this kind of idioms are mostly written exercises, such as expanding idioms, summarizing abbreviations, filling in the blanks, connecting lines and so on. These exercises can reflect Mr. Liu's understanding of the meaning and usage of idioms, and also intuitively reflect the reasons why Mr. Liu made mistakes in the learning process.
4. Introduction to civilization. In view of the borrowed animal-related idioms, these idioms are usually Chinese Buddhist terms, which are absolutely difficult to understand and use. Teachers should stop the extensive introduction of civilization and carefully design the context when explaining. For example, when the explanation is fleeting, the following context can be designed: Teacher: Do students like flowers? What is the most beautiful flower you have ever seen? Sir: Yes. Roses, Jasmines, Peony Flowers and Cherry Blossoms Teacher: Some students like roses and peony flowers, which bloom for a long time, while others like cherry blossoms, which bloom for a short time. Who can tell me why you like short flowers? Sir: Because flowers with short florescence are hard to see, there is an old saying in China that things are rare, so I think flowers with short florescence are more beautiful. Teacher: The teacher knows a beautiful flower, but its flowering period is very short, that is epiphyllum. In the summer morning, the epiphyllum is in full bloom, but it withers in three or four hours. So people use fleeting metaphors to describe beautiful things. Maybe the phenomenon appeared for a while and soon disappeared. So, have the students ever seen a meteor? As soon as the meteor appeared, it soon disappeared. The sun shines on the earth every day. Therefore, people often say that the brilliance of meteors is only what, and the brilliance of the sun is permanent. Sir: The brilliance of meteors is only fleeting. Teacher: What do you mean fleeting? Who can make another sentence? Sir: For example, beautiful things may appear for a while and soon disappear. A junior told me not to be a fleeting figure. Sir: the beauty of fireworks lasts forever, just like fleeting. Sir: Too wonderful things are always like dreams, really fleeting. After designing the context, it is easier for Mr. Liu to understand the meaning of fleeting, so that the teacher can stop making sentences by imitating example sentences and combine speaking with practice, which is conducive to stopping communication with idioms.
5. Animal-related idioms that are attached to national thought and civilization are the most difficult and easy to make mistakes in the learning process of Teacher Liu. The differences between Mr. Liu's motherland and China in astronomical environment, customs, national literature traditions and religious beliefs are all obstacles for Mr. Liu to learn such idioms. Therefore, when explaining such idioms, teachers should focus on the comparison of civilizations, so that Mr. Liu Can can more clearly distinguish the opposition, similarities and differences between an animal in Chinese civilization and its mother tongue civilization, and stop the classification and summary in time. Teachers can also give special lectures after class, choose typical animals and introduce idioms and Chinese civilization more and more piecemeal. For example, when learning idioms such as national beauty, closing the moon and feeling ashamed of flowers, a special lecture on flowers and women can be held to explain the way of thinking of China people and the meaning given to animals by expression habits. At the same time, idioms such as the beauty of flowers, the appearance of hibiscus and the age of cardamom can be introduced. For this type of idiom, we can stop practicing by word discrimination, so that Mr. Liu Can can distinguish the different meanings of the same animal in mother tongue and Chinese, the different meanings of the same animal in different Chinese idioms, and different animals with opposite meanings in mother tongue and Chinese. These exercises are helpful for Mr. Liu to deepen his understanding of idioms and automatically think about the civilization hidden in front of such idioms. After analyzing many idioms, he will not summarize and discover the laws, so as to achieve mastery.
label
China has a vast territory and a single species of animals, each of which has a specific shape and growth law. The Chinese nation endowed animals with their own historical civilization, national spirit and aesthetic taste, and produced idioms related to animals, which are rich in semantics. In teaching Chinese as a foreign language, teachers can effectively improve Mr. Liu's interest in learning such idioms, improve learning efficiency, prevent mistakes in cross-cultural communication, and thus enhance his communicative competence.
[References]
[1] Wang. On idioms including animal appellation [J]. China market, 20 1 1(40).
[2] Li Tiefan, Li Yijia. Civilized Linguistics of Six Animal Idioms and Teaching Chinese as a Foreign Language [J]. Journal of Huaibei Normal University, 20 1 1(6).
[3] A Li Qing. A new probe into the source of idioms [J]. Journal of Kaili University, 20 12( 1).
[4] Mao. On the additional meaning of Chinese zodiac words [J]. Rhetoric Learning, 2004(4).
;