对法汉字部件教学法的应用.pdf

摘 要 文字有两种体系：一种是表意体系，一种是表音体系。汉语运用表意性 的汉字来记录语言，法语运用表音性的字母来记录语言。我们曾长期以来都 坚信汉字与拼音文字的词是不能相提而论的，一个是字，一个是词，根本不 是一个 “层面”的概念，然而；我们不妨从另一个角度来看待这个 “层面” 的概念。 通过对以法语区学生汉字学习情况的调查，本文剖析他们反映出的情况， 并针对反映出的情况，结合其母语特点，实施汉字部件教学法，目的在于帮 助学习者真正解决他们在汉字学习过程中所遇到困难，在增强他们学习兴趣、 提高学习效率的同时帮助他们学会归纳部件在汉字构字中的多种作用，使学 生能够感性地明白汉字的部件在汉字构字中的作用，不必去死记每个部件的 形音义，以解决他们学字不会用字的瓶颈。 本文对汉字的结构和法语词的构词结构做了详尽的阐述,把 56 个常用部 件与法语的构词成分做关联,参照国家汉办孔子学院总部对 《国际汉语教学通 用课程大纲》五级目标附录 “常用汉语 800 字”的教学要求, 共整理出汉字 515 个 （其中形声字 146 个），成字部件 （独体字）380 个，涉及 56 个常用形 旁，55 个多音字，(请看附件六、七)，明列出对这些字教学时的技巧和特别 讲解的部分。 关键字： 成字部件 不成字部件 词缀 词根 部件教学 I Abstract The Chinese language uses one of the two most commonly seen discourse systems, namely the ideographic system, to record the language, and the French language records itself by the other, namely the phonetic alphabet. Scholars have long since been convinced that the Chinese characters and alphabetically spelt words can not be mentioned in the same breath, in that a character and a word are concepts of completely different lexical levels. This paper, however, attempts to offer a new angle in looking at the lexical juxtapositions between a word and a character. Through a survey on the situation of French-speaking students learning to use Chinese characters, the author analyzed the feedback and implemented the Chinese character component teaching method targeting problems raised in the feedback while taking the characteristics of their first language into consideration. The purpose is to truly help learners overcome the challenges they face in learning the Chine