国际中文教师汉字知识调查研究--以汉字构形理论为例

An Investigative Study of Chinese-character Knowledge Acquired by International Chinese-language Teachers in the Perspective of the Chinese-character Configuration Theory

国际中文教师对汉字知识的掌握必然会影响到对外汉字教学的质量,但目前很少有研究关注当前国际中文教师汉字知识的掌握情况。研究结合陆俭明、马真(2016)在《汉语教师应有的素质与基本功》中针对国际中文教师提出的汉字知识要求,从《汉语国际教育用音节汉字词汇等级划分》所定的一级900个汉字中选取了30个汉字,涉及3个象形字、2个指事字、6个会意字和19个形声字,以问卷的形式调查了当前任职于多个高校的132名国际中文教师对汉字构形理论的掌握情况。统计结果显示所抽取的30个汉字的构形理论分析平均正确率为60.85%,同时,发现国际中文教师对于不同类别的汉字构形理论的掌握情况不同,象形字的正确率最高,为85.10%,指事字的正确率最低,为43.19%。最后,结合调查结果和问卷中收集到的相关意见和建议,深入了解了当前国际中文教师汉字知识的掌握情况,并根据发现的问题为国际中文教师的汉字知识培养提出了建议。

The knowledge of Chinese characters acquired by international Chinese-language teachers will inevitably affect the quality of Chinese-character teaching.However,few studies have focused on the mastery of Chinese-character knowledge by international Chinese-language teachers.Thus,this study intends to investigate the current international Chinese-language teachers’mastery of Chinese-character knowledge according to the knowledge requirements in“Qualities and Basic Skills of Chinese-language Teachers”by Professor Lu Jianming and Professor Ma Zhen(2016).Thirty Chinese characters,consisting of 3 pictogramic characters,2 self-explanatory characters,6 ideographic characters,and 19 pictophonetic characters,have been selected from the first-level Chinese characters in the“Classification of Syllabic Chinese Characters and Vocabulary for International Chinese Education”.The questionnaires for assessing the configuration theory acquired by 132 international Chinese-language teachers from Chinese universities have been distributed.According to the statistical results,the average accuracy rate of the configuration analysis of the 30 Chinese characters is 60.85%.In addition,judging from the perspective of the configuration theory,there are differences in the correct rates of the four categories of Chinese characters.The correct rate of pictogramic characters is the highest at 85.10%,while the correct rate of self-explanatory characters is the lowest at 43.19%.Finally,based on the results and problems revealed in the investigation and questionnaires,this study gives some suggestions for the further understanding of the mastery of Chinese-character knowledge by international Chinese-language teachers,and the Chinese-character knowledge acquisition approaches for international Chinese-language teachers.