牛紅梅

摘要：交際能力一般是指母語交際能力或特定文化的交際能力，與特定的文化有緊密的聯(lián)系。在對(duì)外漢語教學(xué)實(shí)踐中，必須考慮交際者的文化背景，處理好交際中涉及的文化因素。本文旨在以一次對(duì)外漢語教學(xué)課為案例，展示對(duì)外漢語教學(xué)中的文化因素處理。

關(guān)鍵詞：對(duì)外漢語 中國(guó)文化

中圖分類號(hào)：H195 ?文獻(xiàn)標(biāo)識(shí)碼：A ?文章編號(hào)：1009-5349（2018）21-0196-02

一、案例背景

本次案例的教學(xué)對(duì)象是西澳洲一所小學(xué)三年級(jí)學(xué)生;教學(xué)目的是讓澳洲小學(xué)生初步了解中國(guó)傳統(tǒng)節(jié)日端午節(jié)的來歷和習(xí)俗;并針對(duì)小學(xué)生的認(rèn)知特點(diǎn)設(shè)計(jì)了做龍舟的環(huán)節(jié);教學(xué)重點(diǎn)和難點(diǎn)是對(duì)端午節(jié)文化內(nèi)涵的講解。使用PPT和詞語卡片等輔助教學(xué)。

二、案例描述

（一）教師導(dǎo)入授課內(nèi)容

（1）Good morning everyone！ ?Since we've learned some important Chinese festivals， can you memorize these festivals？ ... Yes， you are so clever， we have learned Chunjie and YuanXiao jie. Today， we are going to learn another very important Chinese Festival- The Dragon Boat Festival，in Chinese we read as 端午節(jié).

（2）PPT上顯示漢字：端午節(jié)，教師領(lǐng)讀詞語，讓學(xué)生朗讀幾遍。

（二）教師借助于PPT為學(xué)生講解端午節(jié)的習(xí)俗

（1）教師展示PPT圖片，問：What's this？

學(xué)生：I'm not sure， it's a sort of food ？ ...

教師：This is called Zongzi，a traditional Chinese food， a pyramid-shaped ?dumpling made of glutinous rice wrapped in bamboo or reed leaves...

（2）PPT上顯示漢字：粽子，教師領(lǐng)讀詞語，然后讓學(xué)生朗讀幾遍。

（3）教師展示第二張PPT圖片，問：What are they doing？

學(xué)生：They are racing on boats.

教師：Please observe the boats，have you noticed that the boats are quite different from the normal ones？

學(xué)生：Yes，this is a dragon boat on each boat.

教師：Can you tell ?me ?the ?reason ?why there is a dragon on the boat？

學(xué)生：Chinese people worship dragons！We've learned that！

教師：Good memory！ Dragon boat racing is read as 賽龍舟.賽means race;龍means dragon;舟means boat.

（4）利用詞語卡片，讓學(xué)生進(jìn)一步識(shí)記端午節(jié)、吃粽子、賽龍舟這三個(gè)詞語。

（三）借助PPT圖片講述端午節(jié)的故事

（1）教師講述故事：

The Dragon Boat Festival falls on the fifth day of the fifth lunar month. On that day， people eat Zongzi， which is a pyramid-shaped dumpling made of glutinous rice wrapped in bamboo or reed leaves and hold dragon-boat races.

Do you know why people eat Zongzi and hold dragon-boat races？ It is said that these activities commemorate the great patriotic poet Qu Yuan in ancient China. There is a heart-broken story in it.

Qu lived in the State of Chu in the Warring States Period. Among the states of Qi， Chu， Yan， Han， Zhao， Wei and Qin， the State of Qin was the strongest， and it wished to annex the others to become even more powerful. Qu Yuan was a Dafu， an ancient official title. He maintained that Chu's politics should be reformed and that it should unite with the other states to resist Qin. But his stand was opposed by crafty officials， who used malicious accusations to persuade the king of Chu not to adopt the idea and to drive Qu from the capital. Despite being exiled， Qu was still concerned about the fate of the state. Later， when he heard the news that Qin had defeated the State of Chu， he was full of grief and felt that he had no power to save his motherland ， so he drowned himself in the Miluo River. It was the fifth day of the fifth lunar month in 278 BC.

When people heard the news， they were very sad and rowed their boats to try to find his body， but failed. In order to keep the fish and shrimps from eating his body， people threw food into the river to feed them.From then on， each fifth day of the fifth lunar month， people would throw food into the river. Later， people used reed leaves to wrap Zongzi for this purpose. Thus the custom of eating Zongzi and staging the dragon boat race was formed.

在這個(gè)環(huán)節(jié)中，有一名學(xué)生問：Miss Niu， Why Qu Yuan committed suicide ？ Life is the most important！

老師：Good question！ ?You are right， life is the most important！ But we must notice that QuYun lived in ancient times. At that time， he felt hopeless，as he had no way to save his country， so he chose to end his life. Maybe he is not brave enough， but people commemorate him just because his patriotism. Have you got it？

學(xué)生：Yep！ Thanks Miss！

（2）教師為學(xué)生播放一個(gè)關(guān)于端午節(jié)的短片，以幫助學(xué)生理解其中的文化意義。

（3）回顧故事內(nèi)容，教師就端午節(jié)的故事內(nèi)容提問，學(xué)生回答問題。

（4）手工做龍舟。

（5）課堂總結(jié)。

三、案例分析與總結(jié)

在本次中華文化課上，教師講解了端午節(jié)的相關(guān)知識(shí)，學(xué)生初步了解了這個(gè)傳統(tǒng)節(jié)日，達(dá)到了預(yù)期的授課效果。教師用講故事和讓學(xué)生看短片的方法，不但可以使學(xué)生了解端午的習(xí)俗，還可以帶入一段中國(guó)的歷史，文化和詞匯教學(xué)雙豐收。這樣一來，故事聽完了，詞也會(huì)用了，而且端午節(jié)不再是看不見摸不著的東西，而是有故事有來源的中國(guó)傳統(tǒng)。

但在授課過程中，出現(xiàn)了一個(gè)小插曲，一名學(xué)生難以理解屈原結(jié)束自己生命的行為，認(rèn)為屈原自殺是不對(duì)的。這是教師始料未及的，但整理一下思路就可以理解學(xué)生提出的問題：首先，教學(xué)對(duì)象是澳大利亞小學(xué)三年級(jí)的學(xué)生，他們的教育背景和認(rèn)知程度都很難理解屈原的自殺行為。教師在這種情況下就要因勢(shì)利導(dǎo)，告訴學(xué)生：在特定的歷史條件下，屈原的行為是一種愛國(guó)主義行為，人們紀(jì)念的也是他的這種情結(jié);當(dāng)然，不珍視自己生命的行為是不提倡的。這樣，學(xué)生就能夠理解，就不會(huì)在他們幼小的心中對(duì)中華文化留下陰影。

這個(gè)案例引起了教師的思索：在對(duì)外漢語教學(xué)中，不僅要教授漢語知識(shí)，傳播中華傳統(tǒng)文化，同時(shí)，同一個(gè)文化點(diǎn)，針對(duì)不同水平不同閱歷的學(xué)生要因材施教，使他們都能獲得符合自己層面的理解。這樣，學(xué)生就在理解的基礎(chǔ)上記憶，不會(huì)產(chǎn)生排斥心理，學(xué)生收獲的可能不僅是對(duì)文化的記憶，更多的是對(duì)待異域文化的一種理解和包容。

從具體教學(xué)案例中發(fā)現(xiàn)問題，深入思考，得到啟示，以便于更好地指導(dǎo)對(duì)外漢語教學(xué)實(shí)踐，更好地教授中文，傳播中國(guó)傳播文化。

參考文獻(xiàn)：

[1]趙金銘.對(duì)外漢語教學(xué)蓋論[M].北京：商務(wù)印刷館，2005.

責(zé)任編輯：張蕊