汉语语法教学的语义引导

On the Semantic Guidance in Chinese Grammar Teaching

本文从语言本体论、教学论和习得论层次对应的角度论证了语义引导这一语法导入方式的有效性和系统性,同时通过具体教学案例展示了如何借鉴理论语法研究成果设计并进行有效的语义导入。相关案例包括与处所方位相关的汉语存在句、"是"字存在句和"把"字句。

This paper proves the effectiveness and systematicness of semantic guidance in Chinese grammar teaching from the perspectives of ontology, pedagogy and acquisition, and demonstrates how theoretical research findings can be used in designing and conducting effective semantic guidance by employing three kinds of teaching cases, i.e., the existential sentence related to locations and directions, the existential sentence with "shi", and the "ba" sentence.