Chinese Learning and Teaching pptx

1 汉语教与学 2009年10月 Chinese Learning and Teaching 汉语教与学 总第四期 Issue No. 4 Publication of London Confucius Institute 伦敦孔子学院出版物 Chief Editor 主编 George Zhang 张新生 Copy Editor 编辑 Shuirong Zhai 翟淑蓉 Ranran Du 杜然然 Cover Design 封面设计 Wenqing Zhang 张文青 Publisher 出版 Sinolingua London 华语教学出版社伦敦分社 Distributor 发行 Cypress Book Co. UK Ltd. 常青图书（英国）有限公司 Subscription Hotline 订阅电话 02088382491 02088382491 ISSN 17504465 国际刊号17504465 Sinolingua London 13 Park Royal Metro Centre Britannia Way London NW10 7PA 2 Chinese Learning and Teaching Oct 2009 趣味阅读 Fun Reading 34 戴嵩画牛（中国寓言） 螺蚌相语（中国寓言） 与时俱进的汉语 学生习作 Students' Corner 36 一、新媳妇对通讯员的死有什么样的反应？ 描述她的行动，并分析她心里想些什么？ 二、新媳妇是一个怎样的人？你在阅读故事 的时候，对她的认识和观感有没有一个逐步 改变的过程？ 惯用语 Cool Expressions 38 喝西北风 见世面 开绿灯 体验中国 China Impressions 40 Albert: 要买四合院 教材教辅 Teaching Resourses Online Resources ………………………… 42 Catalogues ………………………………… 46 动态与研究 Trend and Events 4 Training and Professional Development for Teachers of Chinese – A Priority in an Encouraging and Challenging Time for Chinese Learning and Teaching 特别报道 Special Report 7 汉字五千年………………………………伊娃 教学心得 My Teaching Experience 10 对外汉语教学心得（三）……………张小明 使用对外汉语教材“词语例释”应注意的问 题（续）………………………………苏英霞 简论汉字教学…………………………达世平 什么时候开始教汉语拼音？……………陶炼 汉字学习 Learning Chinese Characters 26 “口”部首：口、言、右、舌、话 文化点滴 Culture Tips 29 一、讨吉利的谐音文化 二、民风民俗中的谐音文化 三、忌讳的谐音 四、诙谐幽默的谐音 五、人名、地名中的谐音 目录 Content 3 汉语教与学 2009年10月 前言 Forward We are very happy to present to our readers the fourth issue of this journal. Again this issue is published around the same time as the Fourth China Day Event organised by the London Confucius Institute (LCI) and SOAS Language Centre, and the Fourth Exhibition of Chinese Teaching Materials (both events are on Saturday 3 October 2009), in collaboration with Cypress Books (UK) Ltd. Chinese language learning and teaching has taken a big step forward over the last four years, and this is evident not only from the numbers of students and institutions learning and teaching Chinese, but also by the quality and sources of contributions to this very journal over the same period of time. You will nd in this journal a number of articles from teaching professionals outside of the school sector reecting on issues that concern Chinese language learning and teaching across all areas (such as the teaching of Chinese characters and pinyin), as well as by experienced teachers from British schools. It is hoped that these contributions will lead to more constructive discussions and debates on the issues touched upon amongst practitioners in the eld as a key goal of this journal is to facilitate the exchange of views and experiences amongst colleagues. Moreover, the compositions by two A2 students from non-Chinese backgrounds are simply amazing, and demonstrate that Chinese is both learnable and teachable, and not as unattainable as some fear. We solute all teachers working very hard to help their students learn Chinese, and fullling their high expectations in acquiring the language and achieving excellent results. We hope that our readers, both students and teachers, will enjoy this issue and nd the information on various resources useful. We also hope that our readers will continue to make contributions to this journal as it is both a platform for students to share their learning experiences, and a forum for teachers to share their experiences and teaching practices. Dr George X Zhang 4 Chinese Learning and Teaching Oct 2009 Trend and Events Training and Professional Development for Teachers of Chinese – A priority in an Encouraging and Challenging Time for Chinese Learning and Teaching By Dr. George X Zhang London Confucius Institute/SOAS Language Centre There has been encouraging development for the learning and teaching of Chinese in the last few years in British schools and universities. However, this rapid growth also poses some urgent challenges and issues that need to be addressed immediately, before long term sustainable development in the learning and teaching of Chinese can be achieved. The training and professional development of teachers of Chinese is a top priority. Some efforts are currently under way and it is anticipated that they will help to maintain the current momentum in promoting the learning and teaching of Chinese in the UK. In the school sector, the number of schools offering Chinese language, either as part of the curriculum or as an after class extra-curricular activities, and subsequently the number of students learning Chinese have both been steadily increasing since 2008. As a response to this, SSAT Confucius Institute has increased its school based Confucius Classrooms from ve to twelve. SSAT Confucius Classroom is a cluster of schools, geographically spread out over the country, responsible for helping schools in their regions with their efforts in developing programmes for learning and teaching Chinese. SSAT has also appointed a national coordinator for Chinese in order to meet the growing demand for Chinese in schools. The Area Links programmes, promoted by the British Council and HSBC Global Education Truest, between Chinese and British local education authorities also continue to expand, and the number of Chinese teaching assistants brought over from China to teach Chinese in British schools stands at nearly one hundred this year. The increase is also evident from the fact that there is a growing demand for teachers of Chinese. Over a period of some three months since Spring term, there were constant requests made to the London Confucius Institute, and on the SSAT Chinese network from various schools looking for part time teachers of Chinese, many from schools outside the London area. In addition, there have been some government backed pilot projects that aim to promote the teaching of Chinese in schools. At a recent SSAT Chinese network conference held over two days in July 2009, there were more than two hundred participants for each day’s activities. While there is no accurate gure for the number of schools offering Chinese, it is not unreasonable to estimate that some fteen to twenty percent of secondary schools are currently offering some courses in Chinese as compared to about ten percent in 2007. In the HE sector, the growth can be seen from the increase in the number of students taking Chinese in universities. The growth is most impressive in the number of new university joint degrees offered or launched with Chinese as part of the degree in 2008/2009, particularly in those less “traditional” universities. University language centres have also played an important role in accommodating the requests of the students as well as promoting the learning of Chinese in universities. A recent university language centre survey has shown that Chinese courses are one of most rapidly growing or sought after language courses that university language centres offer. Less formal language courses in Chinese are also offered by the growing number of university based Confucius Institutes, with universities such as Liverpool and Central Lancashire recently joining the ranks of institutions incorporating this type of program. In London alone, there are four Confucius Institutes, the highest concentration in the world. 5 汉语教与学 2009年10月 动态与研究 These rapid developments do present, however, a range of issues and problems, and the learning and teaching of Chinese is faced with many challenges if it wants to achieve long term sustainable growth. Few of these issues and problems are new, such as lack of suitable teaching and support materials, absence of workable standards and realistic syllabi, lack of appropriate understanding of the process of learning Chinese due to lack of research; lack of understanding of the issues related to the learning and teaching of Chinese from professionals and teachers of other modern foreign languages, and above all, lack of trained, qualied and experienced teachers in teaching Chinese as a foreign language. An uncommon consequence of these problems is a tailing-off in the number of students learning Chinese, over a short period of time, particularly in some schools. Though this “loss” of students may seem to be temporary, it could potentially be permanent as the unpleasant experience may mean that these young students may not take up Chinese ever again in their future years. These issues need to be addressed urgently before Chinese can rmly establish itself as a modern foreign language subject and achieve real long term sustainable growth. It is becoming increasingly apparent that the training of teachers and the fundamental professional development programmes for teachers of Chinese teaching in schools are now the key issues that require immediate attention and action to address. Of all the issues and problems mentioned above, teachers are the single most important factor that have an impact on other factors. This impact can be positive and remedial on other factors, if teachers are properly trained or qualied. The importance of teachers in the teaching of a language can hardly be overstated. It is obvious that there is a huge gap to ll with regard to the qualications, experience and training background of many teachers of Chinese in schools – a overwhelming majority of teachers of Chinese are Chinese native speakers who have little formal training in teaching Chinese as a foreign language; teachers with QTS are a small minority amongst teachers of Chinese in schools, only about half of the practising teachers have had some formal training in language learning and teaching. Generally speaking, not many practising teachers have had systematic training in teaching Chinese as a foreign language. There has been some effort to address the issue of the lack of trained and qualified teachers of Chinese in British schools as well as in universities. In addition to regular and occasional seminars and workshops for teachers of Chinese organised by various organisations, and training programmes run by private institutions, there is the Certicate in Teaching Chinese as a Foreign Language course (CTCAFL) offered by SOAS Language Centre. The course is in its 8th year and still remains the only long term (part-time one year course), and unique teacher training course for teaching Chinese as a foreign language in the UK. It is unique because it focuses on the fundamentals in teaching Chinese as a foreign language that a qualied teacher of Chinese should be aware of when teaching Chinese in British educational establishments. For example, how Chinese is different from English and how these differences impact on the learning and teaching of Chinese with regard to English speakers; how English speakers acquire and learn Chinese from a cognate point of view; and what modications to the methods used for teaching some European languages need to be made when teaching Chinese as a modern foreign language. In other words, a well trained teacher of modern foreign languages should be highly adaptive and exible in working with new materials, and their needs of the students, whilst keeping in line with the curriculum requirements and the learning environment. For most teachers of Chinese who have come from a Chinese cultural background, starting off from a student centred approach is already a challenge in itself. 6 Chinese Learning and Teaching Oct 2009 Trend and Events Given the current situation of teachers of Chinese, in terms of their background, experiences and training, SSAT and SOAS recognise need for the professional development of teachers of Chinese in schools. They have therefore have worked together to come up with a plan to provide tiered in-service professional development programmes for practising teachers of Chinese, primarily based upon the SOAS CTCAFL course, and the rich experience of SSAT in providing guidance and support to its teachers of modern foreign languages in its specialist language schools and colleges. The professional development programme aims to equip practising teachers with the above mentioned fundamentals which will help them work more effectively with their students who are learning Chinese. With financial support from some institutional donors, it is likely that this professional development programme aimed at helping practising teachers can be fully subsidised when it starts in 2010. The proposed programme consists of three different target groups – 1) teachers of Chinese of Chinese origin, with or without QTS, 2) teachers of Chinese whose mother tongue is not Chinese, most with QTS, and 3) qualied teachers of other modern foreign languages who wish to learn Chinese. The programmes for groups 2 and 3 may seem to be mostly about learning or brushing up on Chinese, but these teachers may be involved in the programme for group 1, as they are in fact a valuable resource with their rich knowledge and expertise in language teaching. The long term sustainable development of Chinese language teaching will very much rely on teachers who have had the experience of learning Chinese themselves. The main target group of the proposed professional development programme is really for the Chinese native speaker teachers of Chinese, as it will help if they understand and are able to analyse Chinese in contrast with English, become acquainted with approaches and methodologies in modern foreign language learning and teaching, and understand how English speaking students learn Chinese. The content will be offered in modules over three different stages, in a part-time format consisting of lectures, seminars and workshops. It is designed in a way that those who have completed such professional development programmes may accumulate credit should they wish to pursue postgraduate and master degree level teacher training courses in Chinese offered by SOAS Language Centre. The programme will be delivered over a couple of years and will need the cooperation of many other institutions, including both universities and Confucius Institutes. Another useful facility would be a professional body for teachers of Chinese, such as a British Association for Chinese Language Teachers, so that there would be a national platform for Chinese language teaching professionals to coordinate teacher training and research programmes in the UK. The London Confucius Institute will work closely with other partners to facilitate the establishment of such an organisation in due course. 7 汉语教与学 2009年10月 特别报道 编者按： 《汉字五千年》在中央电视台播出后，在社会各界引起了强烈反响。作为中国第一部关于 汉字历史的人文纪录片，其荡气回肠的表述风格、独具匠心的表现手法、深刻的社会内涵和人 文情怀、权威的学术解读，得到了学术界专家 、 学者的高度赞誉，称其为弘扬中华文化、激发 民族自豪感的文化范本。 CHINESE CHARACTERS: FIVE MILLENNIA 汉字五千年 一个字就是一个故事。千百年来的风俗礼仪、社会结构、伦理道德、哲学思考、审美意 识-中华民族的文化“基因”，几乎都隐藏在一个个汉字对所要反映的事物的摹画、概括和美 化之中。 -许嘉璐 造成中华文化核心的是汉字， 而且成为中国精神文明的旗帜。 -饶宗颐 一部生动鲜活的 中华文化普及性教材 《汉字五千年》在中央电视台热播 三月上旬，由国家汉办暨孔子学院总部组织拍摄的八集大型人文纪录片《汉字五千年》在 中央电视台综合频道（ CCTV-1 )、中央电视台海外中文频道（ CCTV-4 )亚、欧 、 美三版的黄金 时间进行重播。这是《汉字五千年》继春节期间在中央电视台海外中文频道播出后，应观众的 热切要求再度重播。目前该片即将被翻译成9种语言。作为中国第一部关于汉字历史的人文纪 录片，《汉字五千年》在海内外产生了广泛影响。 《汉字五千年》通过生动展示汉字产生、发展 、 演变过程及其在中华五千年文化中的重要 作用，彰显中华文化独特魅力与风采，讴歌中华文化传统。片中引用中国社会演进 、 变革中所 形成的大量史实与事实，阐释汉字发生发展的动因及其与社会民生的互动，并尝试把汉字放到 世界文明的大背景下考察，在与世界主要文字和文化的比较中，塑造汉字和中国文化在全球文 化坐标体系中的价值和特色。 “我看了《汉字五千年》以后用三个字评价它——了不起。这可以说是第一次用现代化的 传媒手段来叙述中华民族的语言符号，也是顺应时代呼唤的产物。”第九届、十届全国人大常 8 Chinese Learning and Teaching Oct 2009 Special Report 务委员会副委员长 、 世界汉语教学学会会长、本片总顾问许嘉璐高度评价《汉字五千年》。他 指出，一个字就是一个故事。千百年来的风俗礼仪 、 社会结构、伦理道德、哲学思考、审美意 识——中华民族文化的“基因”，几乎都隐藏在一个个汉字对所要反映的事物的摹画、概括和 美化之中。如果对这些故事一无所知，就会觉得变化万千的汉字“深不可测”。他强调，我们 就是要试图打开这个神秘的宫殿，用通俗生动而又严谨科学的语言和画面让看过的人感受到汉 字的灵动和鲜活。 近年来，各国学习汉语、了解中华文化的需求日益旺盛，世界范围内的“汉语热” 方兴 未艾。截至今年4月底，全世界已有81个国家建立了260所孔子学院和66所孔子课堂，国外有超 过4000万的人在学习汉语，但是教师、教材 、 教学法目前仍是汉语国际推广工作的瓶颈。各国 孔子学院对学习汉语、了解中华文化的需求日益热切而急迫，急需生动而鲜活的中华文化普及 性多媒体教材。《汉字五千年》的问世恰逢其时。国家汉办主任、本片出品人许琳指出，我们 希望这部片子能使中外观众接受一次中华传统文化的洗礼，体验感悟“我们从哪里来，到哪里 去”的历史本源及现实内涵。她强调，《汉字五千年》将作为教材在全球各孔子学院播出，让 孔子学院的学生通过这一片子对中华语言文化首先有一个感性的、综合的认识。 《汉字五千年》制作班底由曾制作过大型纪录片《大国崛起》和《晋商》的主创人员组 成。摄制组历时两年，先后赴海外四大洲12个国家采访拍摄，采访了上百位世界知名学者，试 图通过文献资料、考古研究、访谈调研等多种表现形式，探索汉字的起源，展现灿烂悠久、博 大精深的中华文化， 开启一扇深入中华本源、触摸中华核心价值之门，从而激起国人对中华 文化追根溯源的激情，掀起对中华文化传承与弘扬的热潮。 总策划麦天枢说，为了尽可能客观、中立地表述事实，全片是一个叙述和描述的风格。他 指出，汉字历史包罗万象，很多要讲述的内容还是概念性的，要制作成动态的电视节目是非常 困难的。于是，创作人员通过采用动漫摹史的方式，力求简明阐释汉字的起源与发展。专门为 此片创作的音乐吸收了中国古曲的元素，使得全片焕发着古朴而风雅的气质。 全片包括“人类奇葩、高天长河、霞光万道、内在超越、翰墨情怀，天下至宝、浴火重 生、芳华永驻”八集。该片用讲故事的方式，借助32个富有代表性的汉字， 将隐藏在文字背 后的人以及历史充分展示出来，生动描绘了一幅中华文明五千年的历史长卷，具有很强的史料 性、权威性和鉴赏性。 (伊娃) 9 汉语教与学 2009年10月 特别报道 数说《汉字五千年》 1部 《汉字五千年》是我国制作的第1部讲述汉字历史的人文纪录片，第1次用现代化手段把汉字表 现得引人入胜。 2年 从立意策划到后期制作，《汉字五千年》的整个拍摄制作历时2年。 12国 《汉字五千年》摄制组先后赴海外四大洲12个国家采访拍摄，包括：英国、法国、德国、意大 利、希腊、梵蒂冈、西班牙、瑞典、美国、日本、韩国、埃及。 32字 《汉字五千年》借助天、人、合、一；源、远、流、长；春、夏、秋、冬；身、家、性、命； 道、法、自、然；引、经、据、典；殊、途、同、归；礼、义、智、信这32个富有代表性的汉 字穿针引线，用讲故事的方式，通过大量的文献资料、考古研究、访谈调研等多种表现形式， 生动展示出汉字产生、发展、演变的过程。例如第四集讲耕作、生命、伦理、皇权，讲汉字的 成熟，而“春夏秋冬”四个字包罗万象——春，耕作；夏，生命；秋，代表成熟的皇权；冬， 汉字到隶书定型，不再生长。 100位 摄制组采访了国际汉语教学学会会长许嘉璐、法国教育部汉语教学总督学白乐桑、中国文字学 会会长黄德宽、语言文字学家周有光、古文字学家张颔、荷兰皇家科学院院士施舟人、瑞典斯 德哥尔摩大学汉学家罗多弼、北京大学历史系颜海英教授等100余位中外著名学者。 10 Chinese Learning and Teaching Oct 2009 My Teaching Experience 前苏联教育家苏霍姆林斯基在他《给教 师的建议》一书中曾经举过一个例子：一位 历史教师上了一堂精彩的公开课，其清晰的 思路、渊博的知识、深入浅出的讲解、师生 和谐的互动，让所有的听课者叹为观止。当 前来观摩的老师问“您花了多少时间来准备 这节课”时，这位老教师说：“对这节课， 我准备了一辈子，而且，对每一节课，我都 是用终生的时间来准备的！” “功夫在诗外”，在多年的教学生涯 中，我切身体会到一堂课的成功与否与教师 备课时的投入是成正比的。那么，什么是备 课？顾名思义，可谓准备上课。准备给谁上 课？准备上什么课？准备如何上课？如何准 备上课？ 我以为，备课时要做到胸中有大纲，脑 中有教材，目中有学生。 钻研教学大纲是第一步。大纲是教学的 指南，教师通过大纲，掌握教材体系，然后 才能做到教学有系统性、全面性、科学性， 一个个知识点在一节节课上得以落实。学生 由浅入深，循序渐进，一步一个脚印，最终 教师完成大纲的教学要求，学生获得完整的 知识结构。 备课的第二步是吃透教材。“吃透”是 教师透彻理解每篇课文、每个单元、每本课 本的知识点及设计用意，对整册教材有一个 整体把握，教师对教材做到“了如指掌”。 但是“一千个读者就有一千个哈姆雷特”， 同样一篇教材，教师们见仁见智，理解教法 会有不同。好的教师不会拿着课本“照本宣 科”教教材，而是通过自己对教材的咀嚼、 消化、吸收，有效地用教材。教案不能按照 自己“教”的思路来编写，而应该按照学生 “学”的规律来设计。在深入了解学生的基 础上，从学生的实际出发，根据学生可能产 生或提出的问题来设计课堂提问，从学生已 经学习和掌握的知识来导入新课，通过温故 知新、举一反三来使学生由未知到有知，由 已知过渡到新知。 因此，教师备课的同时也必须要“备学 生”、“吃透”学生。陶行知先生曾这样说 过：“教什么和怎么教，决不是凌空可以规 定的，他们都包含‘人’的问题，人不同， 则教的东西、教的方法、教的份量、教的 次序都跟着不同了。”教师只有树立起了 “以人为本”，以学生的学为本的观念， 那么在考虑教学内容、教材教法的时候才可 能“随机应变” 、 精心设计、调整、修正。 循着“因人而异，因材施教”，出现“弟子 三千，达者七十二”，学生中人才辈出的可 喜局面。孔子在两千多年前就提出的教学理 念是经过了实践和时间考验的。 备课的内涵覆盖很广：熟悉大纲，钻研 教材，了解学生，设计教法，选择教具，开 发教学资源等等，且每一环节是具体的。教 师需要仔细考虑在课堂上如何从学生已有的 知识基础出发，引导学生学习、理解、记忆 新知识，如何在新的情境中创造性地运用已 掌握的知识、技能，如何设计好讲授要点难 点、能开启学生思维的课堂提问、布置适量 的课后作业。这些内容通过深入思考，由混 对外汉语教学心得（三） -备课篇 Wycombe Abbey School 张小明 [...]... topic joke Chinese Learning and Teaching Oct 2009 28 文化点滴 文化点滴 Culture Tips 谐音修辞就是利用某一个词的音，联想 到与它发音相同或相近的另外一个词，从而 采取这个词的意义，这不仅仅是一种语言现 象，也形成了独特的民俗文化和文化心理。 下面我们从几个方面加以介绍： Homophone rhetoric in Chinese is to relate a word that is pronounced the same or similar as another word, and to use the meaning of the other word In Chinese it is more than a language phenomenon that has unique customary and cultural... large leaves and a lush appearance It grows fast and bears a lot fruit Chinese like these implications of bounty and fertility 再如，中国传统新年的节庆风俗更包含 着许多谐音文化：过年时家家要贴“福” 字，有的人故意将“福”字倒着贴，因为 “倒”与“到”谐音，从而得到“福到 （倒）了”这一吉祥效应� 。 More homophone rhetoric can be found in the celebrations around the Chinese New Year period It is very common for Chinese people to paste the character fu (福, good fortune) on walls and doors... way one speaks words and deeds spoken language y1nc! y1n h9 y1nl&n y1nt1n y1nx!ng y1ny^ y7u 右 ( right ) “右”字是由一只手 和一张嘴 组成的。表示人是用右手吃饭的。“右”代表右方。 The character for right ：右 is simply a hand and a mouth , signifying the hand you eat with the right．右 stands for the direction right 右边 右面 右派 右倾 右手 右翼 向右 the right side the right side Rightist; the Right Right deviation the right hand Right wing turn right... is small 中间 小房间 The House isn’t very small 房间很大。 Chinese Learning and Teaching Oct 2009 12 房间不小。 教学心得 房间不大不小。 （translate the English answers to Chinese 他家有四个房间，我家有十个房间。 1Q 这是英国房子吗? 大狗有大房间，小狗有小房间。 1A Yes, these are British houses 小海是中国人，他家在香港，他家不很大。 2Q 这房子在哪儿？ 2A The houses are in Shanghai （朗读） 3Q 房子大吗？ 一个、两个、三个，李小龙家有三个人: 3A The houses are very big and very beautiful 爸爸、妈妈、小龙。 这是他妈妈，那是他爸爸，中间是李小龙。... 汉语教与学 2009年10月 25 Learning Chinese Characters 汉字学习 Learning Chinese Characters “������� 、������� 口������ �������� ”����� 言������ 部首：口� 、����� 右���� 、��� 舌�� 、� 话 k6u 口 ( mouth; opening ) “口”字在最早的象形文字中是一张张开的嘴 最后变化为 被简化为一个方块“ ”。“ ，后来演变成了一张笑开的嘴 ， ”字同时还有张开的意思。要小心“祸从 口出”。 The character for mouth was originally a pictograph of an open mouth: broadening into a smile : and eventually stiffening : and contracting... her shoes and put on her husband’s shoes when she is led into the bridal chamber, because 鞋 (xi9, shoe) and 谐 (harmony) are homophones In Beijing, the bride is ceremonially served with half-cooked dumplings and asked “Are the dumplings cooked or not?” She answers “Uncooked” The Chinese Learning and Teaching Oct 2009 30 文化点滴 same character, 生 (sh8ng) means give birth to This is done in the hope that she... 因其与“福禄”两字谐音，且藤枝蔓延，结 果甚多，而被国人视为多子多孙的吉祥物� 。 In Chinese culture, symbols and expressions of auspiciousness and happiness take special precedence Due to this, people use homophones as “auspicious remarks” to address their psychological needs For example, Chinese people have special regard for the fruit of the bottle gourd vine, known as 葫芦(h%lu), because it sounds similar to 福禄(f%l&), happiness and wealth In addition, the... 日常生活中，其使用的频率占了所有量词的 汉语教与学 2009年10月 13 My Teaching Experience 三分之一是“个”，她们多少舒了一口气。 3 让学生记住如果要说subject + to be + adjective 这样的句式，千万不要逐词按照英 文来翻译，要记住这是中文，中国人用这样 的句子结构，“to be” 不翻译成“是”。你可 以不翻译 “to be” ，但是绝大多数情况下， 中国人习惯把 “to be” 翻译成“很”来取代 “是”。指导学生把句式和讲解做课堂笔记。 4 在意料之中，讲解“厨”字的结构和组 成，学生听得津津有味，一致表示中国字有 意思极了：最外边的“厂”，表示房子，下 面的“豆”是古代盛食物的器皿，外形像 “豆”。“寸”代表手。这个字的意思就是 一个人在屋子里动手准备食物，这个房间就 是厨房。 Chinese Learning and Teaching Oct 2009 14 教学心得... 等活动中，更是处处都能见到利用谐音表现 民俗意义的现象，尤其是在传统的婚礼上。 比如，新娘下轿以后，不能马上进屋，要迈 过一个火盆，为的是取这个“火”字，将来 的日子“红红火火”。 Chinese folk customs are rich and varied, and homophone rhetoric is often used on occasions such as birthdays, gift-giving, and particularly weddings In a traditional wedding, the bride is first carried to the groom’s house on a sedan, and must then step over a fire pan, because fire represents flourishing, which is obviously... saddle and followed by a bite of an apple We have already discussed apples, but in addition saddle (鞍) enhances the invitation to peace and security because it sounds like 安 (`n, peaceful and secure) 在洞房的被褥底下，放一些红枣、栗 子、花生、核桃、桂圆等，是为了取这些物 品的音。放这些东西的老太太还要一边撒一 边念叨：“一把栗子，一把枣，小的跟着大 的跑”。 Jujubes, chestnuts, peanuts, walnuts and longans are put underneath the newly weds’ bed The names of all these nuts and fruits . their learning experiences, and a forum for teachers to share their experiences and teaching practices. Dr George X Zhang 4 Chinese Learning and Teaching Oct 2009 Trend and Events Training and. language learning and teaching has taken a big step forward over the last four years, and this is evident not only from the numbers of students and institutions learning and teaching Chinese, . understanding of the issues related to the learning and teaching of Chinese from professionals and teachers of other modern foreign languages, and above all, lack of trained, qualied and experienced