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语言是思维的物质外壳,也是思想交流的重要工具之一。思维方式的文化差异会阻碍跨文化交际的顺利进行,甚至会造成文化的误解和冲突。对外汉语的教学对象是来自世界各地、拥有各种文化背景的学生,语言千差万别,隐含在语言内部的思维认知方式更是截然不同。对外汉语教学的重要目标之一是提高学习对象的跨文化交际能力,为促进对外汉语教学的顺利进行,对外汉语教学师生双方不仅应该认识和了解思维方式的差异,更需要去接受不同的思维方式。本文着重论述思维与语言的关系,将教学过程中出现的思维“文化休克”现象加以分类和归纳,提出了一些切实可行的教学对策。
Language is the material shell of thinking and one of the important tools for the exchange of ideas. Cultural differences in mode of thinking can hinder the smooth progress of intercultural communication and can even lead to cultural misunderstandings and conflicts. Teaching Chinese as a foreign language is from all over the world, with students of all kinds of cultural backgrounds, languages vary widely, and the cognitive ways of thinking implicit in the language are quite different. One of the important goals of teaching Chinese as a foreign language is to improve the intercultural communication skills of learners. To promote the smooth progress of teaching Chinese as a foreign language, both teachers and students of Chinese as a foreign language should not only understand and understand the differences in modes of thinking, but also need to accept different thinking the way. This article focuses on the relationship between thinking and language, and classifies and sums up the thinking “cultural shock ” phenomenon in the teaching process, and puts forward some feasible teaching strategies.