對外漢語教學案例分析

牛紅梅

摘要：交際能力一般是指母語交際能力或特定文化的交際能力，與特定的文化有緊密的聯(lián)系。在對外漢語教學實踐中，必須考慮交際者的文化背景，處理好交際中涉及的文化因素。本文旨在以一次對外漢語教學課為案例，展示對外漢語教學中的文化因素處理。

關鍵詞：對外漢語 中國文化

中圖分類號：H195 ?文獻標識碼：A ?文章編號：1009-5349（2018）21-0196-02

一、案例背景

本次案例的教學對象是西澳洲一所小學三年級學生;教學目的是讓澳洲小學生初步了解中國傳統(tǒng)節(jié)日端午節(jié)的來歷和習俗;并針對小學生的認知特點設計了做龍舟的環(huán)節(jié);教學重點和難點是對端午節(jié)文化內涵的講解。使用PPT和詞語卡片等輔助教學。

二、案例描述

（一）教師導入授課內容

（1）Good morning everyone！ ?Since we've learned some important Chinese festivals， can you memorize these festivals？ ... Yes， you are so clever， we have learned Chunjie and YuanXiao jie. Today， we are going to learn another very important Chinese Festival- The Dragon Boat Festival，in Chinese we read as 端午節(jié).

（2）PPT上顯示漢字：端午節(jié)，教師領讀詞語，讓學生朗讀幾遍。

（二）教師借助于PPT為學生講解端午節(jié)的習俗

（1）教師展示PPT圖片，問：What's this？

學生：I'm not sure， it's a sort of food ？ ...

教師：This is called Zongzi，a traditional Chinese food， a pyramid-shaped ?dumpling made of glutinous rice wrapped in bamboo or reed leaves...

（2）PPT上顯示漢字：粽子，教師領讀詞語，然后讓學生朗讀幾遍。

（3）教師展示第二張PPT圖片，問：What are they doing？

學生：They are racing on boats.

教師：Please observe the boats，have you noticed that the boats are quite different from the normal ones？

學生：Yes，this is a dragon boat on each boat.

教師：Can you tell ?me ?the ?reason ?why there is a dragon on the boat？

學生：Chinese people worship dragons！We've learned that！

教師：Good memory！ Dragon boat racing is read as 賽龍舟.賽means race;龍means dragon;舟means boat.

（4）利用詞語卡片，讓學生進一步識記端午節(jié)、吃粽子、賽龍舟這三個詞語。

（三）借助PPT圖片講述端午節(jié)的故事

（1）教師講述故事：

The Dragon Boat Festival falls on the fifth day of the fifth lunar month. On that day， people eat Zongzi， which is a pyramid-shaped dumpling made of glutinous rice wrapped in bamboo or reed leaves and hold dragon-boat races.

Do you know why people eat Zongzi and hold dragon-boat races？ It is said that these activities commemorate the great patriotic poet Qu Yuan in ancient China. There is a heart-broken story in it.

Qu lived in the State of Chu in the Warring States Period. Among the states of Qi， Chu， Yan， Han， Zhao， Wei and Qin， the State of Qin was the strongest， and it wished to annex the others to become even more powerful. Qu Yuan was a Dafu， an ancient official title. He maintained that Chu's politics should be reformed and that it should unite with the other states to resist Qin. But his stand was opposed by crafty officials， who used malicious accusations to persuade the king of Chu not to adopt the idea and to drive Qu from the capital. Despite being exiled， Qu was still concerned about the fate of the state. Later， when he heard the news that Qin had defeated the State of Chu， he was full of grief and felt that he had no power to save his motherland ， so he drowned himself in the Miluo River. It was the fifth day of the fifth lunar month in 278 BC.

When people heard the news， they were very sad and rowed their boats to try to find his body， but failed. In order to keep the fish and shrimps from eating his body， people threw food into the river to feed them.From then on， each fifth day of the fifth lunar month， people would throw food into the river. Later， people used reed leaves to wrap Zongzi for this purpose. Thus the custom of eating Zongzi and staging the dragon boat race was formed.

在這個環(huán)節(jié)中，有一名學生問：Miss Niu， Why Qu Yuan committed suicide ？ Life is the most important！

老師：Good question！ ?You are right， life is the most important！ But we must notice that QuYun lived in ancient times. At that time， he felt hopeless，as he had no way to save his country， so he chose to end his life. Maybe he is not brave enough， but people commemorate him just because his patriotism. Have you got it？

學生：Yep！ Thanks Miss！

（2）教師為學生播放一個關于端午節(jié)的短片，以幫助學生理解其中的文化意義。

（3）回顧故事內容，教師就端午節(jié)的故事內容提問，學生回答問題。

（4）手工做龍舟。

（5）課堂總結。

三、案例分析與總結

在本次中華文化課上，教師講解了端午節(jié)的相關知識，學生初步了解了這個傳統(tǒng)節(jié)日，達到了預期的授課效果。教師用講故事和讓學生看短片的方法，不但可以使學生了解端午的習俗，還可以帶入一段中國的歷史，文化和詞匯教學雙豐收。這樣一來，故事聽完了，詞也會用了，而且端午節(jié)不再是看不見摸不著的東西，而是有故事有來源的中國傳統(tǒng)。

但在授課過程中，出現(xiàn)了一個小插曲，一名學生難以理解屈原結束自己生命的行為，認為屈原自殺是不對的。這是教師始料未及的，但整理一下思路就可以理解學生提出的問題：首先，教學對象是澳大利亞小學三年級的學生，他們的教育背景和認知程度都很難理解屈原的自殺行為。教師在這種情況下就要因勢利導，告訴學生：在特定的歷史條件下，屈原的行為是一種愛國主義行為，人們紀念的也是他的這種情結;當然，不珍視自己生命的行為是不提倡的。這樣，學生就能夠理解，就不會在他們幼小的心中對中華文化留下陰影。

這個案例引起了教師的思索：在對外漢語教學中，不僅要教授漢語知識，傳播中華傳統(tǒng)文化，同時，同一個文化點，針對不同水平不同閱歷的學生要因材施教，使他們都能獲得符合自己層面的理解。這樣，學生就在理解的基礎上記憶，不會產生排斥心理，學生收獲的可能不僅是對文化的記憶，更多的是對待異域文化的一種理解和包容。

從具體教學案例中發(fā)現(xiàn)問題，深入思考，得到啟示，以便于更好地指導對外漢語教學實踐，更好地教授中文，傳播中國傳播文化。

參考文獻：

[1]趙金銘.對外漢語教學蓋論[M].北京：商務印刷館，2005.

責任編輯：張蕊