初級(jí)對(duì)外漢語教材交際文化項(xiàng)目設(shè)置比較評(píng)析
——以《新實(shí)用漢語課本1》和《新概念漢語初級(jí)本Ⅱ》為例

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目錄
引 言 1
一、 對(duì)外漢語教材中的文化教學(xué) 2
（一）文化與交際文化 2
（二）交際文化與教材編寫 3
二、比較分析《新實(shí)用漢語課本1》和《新概念漢語初級(jí)本Ⅱ》 3
（一）教材介紹 3
（二）統(tǒng)計(jì)結(jié)果 4
（三）對(duì)比分析 6
1.淺要統(tǒng)觀 6
2.具體分析 7
（四）初級(jí)階段教材中交際文化編寫的問題 8
三、初級(jí)階段對(duì)外漢語教材中的交際文化編寫建議 9
結(jié) 語 11
參考文獻(xiàn) 11


摘 要：文化教學(xué)一直是對(duì)外漢語教學(xué)的重要內(nèi)容，而交際文化在文化教學(xué)中尤其重要，所以，好的教材應(yīng)該有機(jī)滲入交際文化的相關(guān)內(nèi)容。通過對(duì)兩套教材（《新實(shí)用漢語課本1》和《新概念初級(jí)本Ⅱ》）中交際文化內(nèi)容的統(tǒng)計(jì)、比較、分析，我們發(fā)現(xiàn)，它們都有意識(shí)的包含了日常生活不可缺少的交際文化內(nèi)容，但是在稱謂詞、數(shù)量詞、顏色詞、文化詞等方面又都有差異。兩套教材的分析顯示出目前對(duì)外漢語教材的共性問題：1.交際文化項(xiàng)目覆蓋不全；2.教材選擇哪些項(xiàng)目具有隨意性；3.教學(xué)設(shè)計(jì)不夠自然；4.較少重復(fù)，不符合階段性要求。據(jù)此，筆者提出了對(duì)外漢語教材編寫的幾個(gè)原則：1.必須優(yōu)先編寫《交際文化教學(xué)大綱》；2.教學(xué)設(shè)計(jì)必須貼近生活，更加自然；3.必須有效反復(fù)，強(qiáng)化教學(xué)效果；4.堅(jiān)持“結(jié)構(gòu)—功能—文化”的原則。只有這樣，才能提高對(duì)外漢語教學(xué)的實(shí)效。
關(guān)鍵詞：對(duì)外漢語 初級(jí)教材 教材編寫 交際文化


The comparison of communicative culture project settings in primary Chinese teaching materials
—Using New Practical Chinese Reader 1 and New Concept Chinese Ⅱ as examples
Abstract:Culture teaching has always been an important content of teaching Chinese as a foreign language, especially communicative culture, so it should be organically infiltrated in good teaching materials. Based on the statistics, comparison and analysis of communicative culture in two teaching materials ( New Practical Chinese Reader1 and New Concept ChineseⅡ ) .we found that they all included indispensable communicative cultural content in daily life, but they differed in the appellation words, quantifier, color words, cultural words and etc. The analysis of two textbooks showed some common problems: 1. The projects covered incompletely; 2. Which should be choose were arbitrary; 3. Instructional design was unnatural; 4. Less repeat, out of the requirements of the stage. On this basis, the author put forward several principles: 1.Write the communication culture teaching outline preferentially; 2.Instructional design must be close to life and more natural; 3. Repeat effectively, strengthen the teaching effect; 4.Insist on the principle of "structure—function—culture". Only in this way can we improve the effectiveness of teaching Chinese as a foreign language.

Key words:Teaching Chinese as a Foreign Language, Primary Teaching Materials, Teaching Materials Writing, Communicative Culture