簡介：原創(chuàng)性聲明本人聲明所呈交的論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得鑫壅堙蓮盤堂或其它教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我NI作的同志對本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示了謝意。燃糍訊孓隰年月日?！?研究生學(xué)位論文使用授權(quán)說明必須裝訂在提交學(xué)校圖書館的印刷本本人完全了解天津師范大學(xué)關(guān)于收集、保存、使用研究生學(xué)位論文的規(guī)定，按照學(xué)校要求向圖書館提交學(xué)位論文的印刷本和電子版本；圖書館有權(quán)保存學(xué)位論文的印刷本和電子版，并通過校園網(wǎng)向本校讀者提供全文與閱覽服務(wù)?！魣D書館可以采用數(shù)字化或其它手段保存論文；因某種特殊原因需要延遲發(fā)布學(xué)位論文，按學(xué)位論文保密規(guī)定處理，保密論文在解密后遵守此規(guī)定。黼糍懈延撇律日期年。月日摘要佛教自兩漢之際傳入我國，并逐步滲入到中國社會的各個(gè)階層。在長期的發(fā)展和融合中，佛教與我國傳統(tǒng)文化、習(xí)俗相結(jié)合，逐漸成為中國文化的重要組成部分，對中國傳統(tǒng)文化和漢語詞匯都產(chǎn)生了重要的影響。本文分為第一部分為緒論，介紹本課題的選題緣由、研究現(xiàn)狀、研究范圍、研究意義與創(chuàng)新以及研究的理論與方法。第二部分為佛教對中華文化的影響。佛教傳入中國的歷史原因有公元前3世紀(jì)阿育王傳教，我國東漢后期政治腐敗和社會的動蕩。佛教傳入的內(nèi)在原因?yàn)榉鸾探塘x對死亡的超越的關(guān)注及思辨的內(nèi)在邏輯性，符合當(dāng)時(shí)中國社會精神層面的需求。佛教傳入中國分為初傳期、興盛期、繁榮期和衰落期四個(gè)階段。佛教與中國文化的融合表現(xiàn)為佛教與封建政權(quán)、中國本土儒道思想、中國傳統(tǒng)文化及中國民間傳統(tǒng)的融合。第三部分分析了佛教文化與漢語詞匯。佛教的文化在融入中國的過程中，填充了漢語詞匯，佛教教義詞匯、佛教禮儀交際詞匯、佛教建筑詞匯等深深融入到漢語詞匯庫中。第四部分分析佛教文化與漢語熟語。佛教慣用語、成語、諺語、歇后語等熟語根植于中國的社會土壤，成為漢語熟語系統(tǒng)的重要組成部分。第五部分為漢語詞匯受佛教文化影響的體現(xiàn)，佛教文化對漢語詞匯豐富性、構(gòu)詞法、復(fù)合詞、詞義等的發(fā)展都有深刻的影響。關(guān)鍵詞佛教傳入詞匯熟語影響

簡介：碩士專業(yè)學(xué)位論文論文題目傳統(tǒng)秋季節(jié)日的對外漢語教學(xué)研究以乞巧節(jié)、中元節(jié)、中秋節(jié)、重陽節(jié)為例研究生姓名宗文君指導(dǎo)教師姓名楊海明張珊專業(yè)名稱漢語國際教育研究方向漢語國際教育論文提交日期2014年5月

簡介：中圖分類號中圖分類號密級公密級公開學(xué)科分類號學(xué)科分類號論文編號論文編號37_050201_11045632016100363_LW碩士學(xué)位論文會話含義理論視角下漢語言語幽默解讀會話含義理論視角下漢語言語幽默解讀圍城個(gè)案分析圍城個(gè)案分析作者姓名王倩學(xué)科專業(yè)英語語言文學(xué)指導(dǎo)教師趙虹培養(yǎng)學(xué)院外國語學(xué)院二〇一六年五月二十五二十五日INTERPRETATIONOFCHINESEVERBALHUMORSFROMTHEPERSPECTIVEOFTHETHEORYOFCONVERSATIONALIMPLICATUREACASESTUDYOFFORTRESSBESIEGEDBYWANGQIANUNDERTHESUPERVISIONOFPROFZHAOHONGATHESISSUBMITTEDTOTHESCHOOLOFFOREIGNSTUDIESINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTERINLINGUISTICSSCHOOLOFFOREIGNSTUDIESSHANDONGUNIVERSITYOFFINANCEANDECONOMICSMAY2016

簡介：I許玉娥傳統(tǒng)節(jié)日文化觀念的對外漢語教學(xué)研究中文摘要中國傳統(tǒng)節(jié)日文化在給人們帶來節(jié)日喜慶的同時(shí)，還將人與人、人與自然的關(guān)系體現(xiàn)的淋漓盡致。傳統(tǒng)節(jié)日文化作為民族文化的重要組成部分，它反映了中國人民在各個(gè)不同歷史時(shí)期中的生活形態(tài)和心理特征，是沉積下來的文化烙印。因此，從傳統(tǒng)節(jié)日文化的角度來理解中國傳統(tǒng)文化將會更加具體和形象。本文立足于對外漢語教學(xué)，從對外漢語教學(xué)的角度將傳統(tǒng)節(jié)日文化劃分為深層結(jié)構(gòu)的文化觀念和表層結(jié)構(gòu)的文化表象。其中，節(jié)日文化觀念影響甚至主導(dǎo)著表層的節(jié)日文化現(xiàn)象。因此，本文的研究主要圍繞如何在對外漢語教學(xué)中有效的貫徹傳統(tǒng)節(jié)日文化觀念而展開。．全文共分為四個(gè)部分，其中第一部分是緒論，簡要介紹了選題背景及相關(guān)的研究現(xiàn)狀。正文第一章是基于對外漢語教學(xué)的傳統(tǒng)節(jié)日文化觀念研究。首先，闡明了節(jié)日文化觀念的定義及節(jié)日文化觀念研究的必要性；其次，結(jié)合語言教學(xué)從節(jié)日文化中提取出三條影響節(jié)日風(fēng)俗活動以及中國人言語行為的文化觀念進(jìn)行分析，并以具體的節(jié)日風(fēng)俗活動為例證，緊密把握兩者的內(nèi)在聯(lián)系；再次，以發(fā)展的眼光分析節(jié)日文化觀念的變遷，并提出相應(yīng)的對策，旨在完整、全面地分析節(jié)日文化觀念，及時(shí)傳達(dá)給學(xué)習(xí)者新的文化信息。第二章是考察對外漢語教學(xué)中傳統(tǒng)節(jié)日文化觀念教學(xué)的現(xiàn)狀。主要從三方面進(jìn)行即現(xiàn)行教材中節(jié)日文化內(nèi)容的編排、教師傳統(tǒng)節(jié)日文化教學(xué)的現(xiàn)狀、學(xué)習(xí)者節(jié)日文化接受現(xiàn)狀，三個(gè)方面均通過分析實(shí)例教材和設(shè)計(jì)調(diào)查問卷的形式展開，以便從具體教學(xué)的角度對節(jié)日文化觀念的教學(xué)現(xiàn)狀做出整體、綜合評估，從中發(fā)現(xiàn)問題，并在第三章針對對外漢語課堂中節(jié)日文化觀念的貫徹提出具體的策略和建議。第三章著眼于探究傳統(tǒng)節(jié)日文化觀念在對外漢語教學(xué)中的貫徹策略。結(jié)合第二章的教學(xué)現(xiàn)狀，緊緊圍繞教材、教師、學(xué)生三個(gè)方面逐一分析，其中在對教師的教學(xué)建議部分提出了針對節(jié)日文化教學(xué)的教學(xué)模式和教學(xué)方法，并設(shè)計(jì)具體教案，從實(shí)踐層面使本文的研究具備一定的可操作性。許玉娥傳統(tǒng)節(jié)日文化觀念的對外漢語教學(xué)研究ABSTRACTASANIMPORTANTPARTOFTHENATIONALCULTURE，CHINESETRADITIONALFESTIVALSBRINGHAPPINESSTOPEOPLE，ATTHESAMETIME；ITREFLECTSTHERELATIONSHIPBETWEENPEOPLE,ASWELLASHUMANSANDNATURE．ITALSOREFLECTSTHECHINESEPEOPLELIVINGINMORPHOLOGYANDPSYCHOLOGICALCHARACTERISTICSINDIFFERENTHISTORICALPERIODS．THEREFORE，F(xiàn)ROMTHEPERSPECTIVEOFTRADITIONALFESTIVALS，WECANGETAMORESPECIFICUNDERSTANDINGOFOURTRADITIONCULTURE．THISPAPERISBASEDONTCSL，F(xiàn)ROMTHEPERSPECTIVEOFLANGUAGETEACHING，THEAUTHORDIVIDETHETRADITIONALFESTIVALCULTUREINTOCULTURALCONCEPTSANDCULTURALREPRESENTATIONS．THEFESTIVALCULTURECONCEPTHASANDEEPEFFECTONFESTIVECULTURALPHENOMENON．SOTHISPAPERISMAINLYDISCUSSINGHOWTOIMPLEMENTFESTIVALCULTURECONCEPTINTCSL．THEPAPERISDIVIDEDINTOFOURPARTS，THEFIRSTPARTISINTRODUCTION，BRIEFLYINTRODUCETHEBACKGROUNDSANDRELEVANTRESEARCHSTATUSQUO．THEFIRSTCHAPTERISSTUDYABOUTTHETRADITIONALFESTIVALSCONCEPTINLANGUAGETEACHING．FIRSTLY,THEAUTHORCLARIFYTHERELATIONSHIPBETWEENTHECONCEPTOFFESTIVALCULTUREANDLANGUAGETEACHING；SECONDLY，COMBININGLANGUAGETEACHING,EXTRACTEDTHREEFESTIVALCULTURECONCEPTSWHICHHASGRATEIMPACTONFESTIVALCUSTOMSANDCULTURALACTIVITIESTHUSCOMBININGTHEABSTRACTCONCEPTSANDCONCRETECULTURALFESTIVAL．THIRDLY，INORDERTOPROVIDETHECOMPLETEANDCOMPREHENSIVECULTUREINFORMATIONFORCHINESELEARNER,THEPAPERANALYZINGTHECHANGINGOFTRADITIONALFESTIVALSCONCEPTSANDOFFERAPPROPRIATETEACHINGSTRATEGIESWITHTHEDEVELOPINGVIEW．THESECONDCHAPTERINVESTIGATINGTHETEACHINGSTATUSOFTRADITIONALFESTIVALSCULTURECONCEPTSINTCSL，ITCARRIEDOUTFROMTHEBELOWTHREEASPECTS，BYANALYZINGTHECHOREOGRAPHYRATEOFFESTIVALCULTUREINTHETEXTBOOK，OBSERVINGTHETEACHINGSITUATIONABOUTTRADITIONALFESTIVALSCULTUREANDEVALUATINGTHELEARNERACQUISITIONABOUTTRADITIONALFESTIVALSCULTURE．THOSESTEPSALEALLMAKINGBYCOLLECTINGEXAMPLESOFMATERIALSANDDESIGNOFTHEQUESTIONNAIRE．FINALLY，THEAUTHORASSESSESTHESTATUSOFTRADITIONALFESTIVALSCULTURALCONCEPTSTEACHING，MAKINGOVERALLASSESSMENTFROMTHEPERSPECTIVEOFTEACHING，F(xiàn)INDINGEXISTINGPROBLEMANDGIVESOMESTRATEGYINNEXTCHAPTER．

簡介：分類號UDC密級編號牟中唯J『鬣火等碩士學(xué)位論文以跟大頭兒子和小頭爸爸學(xué)漢語學(xué)位申請人姓名墊璧絲申請學(xué)位學(xué)生類別全里舅塑±申請學(xué)位學(xué)科專業(yè)漢語國際教宣指導(dǎo)教師姓名吳振國教授⑧碩士學(xué)位論文MASTER’STHESISTHERESEARCHOFAUDIO．．VISUAL．．ORALMATERIALSOFCHINESEANIMATION,,,TAKEFOREXAMPLEATHESISSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMASTERDEGREEINMTCSOLBVVDUXIAOCHUNPOSTGRADUATEPROGRAMSCHOOLOFCHINESELANGUAGEANDLITERATURECENTRALCHINANORMALUNIVERSITYSUPERVISORWUZHENGUOACADEMICTITLEPROFESSORSIGNATUREAPPROVEDAPRIL，2013

簡介：中圖分類號中圖分類號H195單位代碼單位代碼10231學(xué)號號2013742015以家有兒女為例談多媒體教學(xué)以家有兒女為例談多媒體教學(xué)在對韓漢語教學(xué)中的應(yīng)用在對韓漢語教學(xué)中的應(yīng)用學(xué)科專業(yè)漢語國際教育研究方向漢語國際教育作者姓名柳景弼指導(dǎo)教師周伯華教授哈爾濱師范大學(xué)二〇一五年六月ATHESISSUBMITTEDFORTHEDEGREEOFMASTERIN“FAMILIESWITHCHILDREN“ASANEXAMPLEOFMULTIMEDIAEDUCATIONINKOREANCHINESETEACHINGCANDIDATEYOOKYUNGPILSUPERVISORZHOUBOHUASPECIALITYMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESDATEOFDEFENCEJUNE,2015DEGREECONFERRINGINSTITUTIONHARBINNORMALUNIVERSITY

簡介：ASTUDYONTHETRANSLATIONOFCHINESESHUYUINTWOENGLISHVERSIONSOFXIYOUFIBYJIANGJINGSUPERVISEDBYPROFESSORBIANJIANHUAA碭ESISSUBMITTEDTOTHECOLLEGEOFFOREIGNLANGUAGESINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFARTSMAY，2013ABSTRACTCHINESESHUYUISFORMEDGRADUALLYINTHEPROCESSOFLANGUAGEUSEANDDEVELOPMENT．ITISRICHINNATIONALCHARACTERISTICS，ANDISCLOSELYRELATEDTOANATION’SHISTORY,GEOGRAPHY,ECONOMY,CUSTOⅡ塔，ANDSOON．SHUYU，WHICHISSHORTANDEXPRESSIVE，COMPACTANDSUCCINCT,VIVIDANDHUMOROUS，ISTHEESSENCEOFCHINESELANGUAGECONVENTION．CHINESENOVELXIYOUJI,JOURNEYTOTHEWEST,CONTAINSALARGENUMBEROFPOPULARTYPESOFSHUYUINTHELATEMINGDYNASTY，WHICHHASA諏DEVARIETYOFSORRCES，INCLUDINGTHEFOLLOWINGSEVENMAINSOURCES，CONFUCIANWORKS，BUDDHISTWORKS，HISTORICRECORDS，CLASSICALPOETRY，DRAMAS，MYTHS，ANDOTHERMISCELLANEOUSBOOKS．SHUYUVIVIDLYREFLECTSTHESOCIALOUTLOOKOFTHEMINGDYNASTYINTHE16THCENTURY,THEGREATEFFECTOFCONFUCIANISM,BUDDHISMANDTAOISMANDTHECOMMERCIALANDCULTURALCHARACTERISTICS．WITHTHEPROFOUNDCHINESECULTUREMARKED,ALARGENUMBERARESTILLINUSETODAY，PROVIDINGALOTOFMATERIALFORTHETRANSLATIONSTUDYOFSHUYU．THEREFORE，THISTHESISFOCUSESONTHEDISCUSSIONBASEDONTHEDATAOFXIYOUFI．FIRSTLY，THEAUTHORSTARTSFROMTHEDEFINITIONOFSHUYU,SUMUPANDANALYZETHEFEATURESOFIT,ANDTHENTAKEITSTWOEXISTINGTYPICALTRANSLATIONSTHEJOURNEYTOTHEWESTBYCHINESEAMERICANSCHOLARANTHONYC．YUANDJOURNEYTOTHEWESTBYBRITISHSINOLOGISTJENNERFOREXAMPLE,FROMWHICHEXTRACTREPRESENTATIVETRANSLATIONSOFSHUYUASANALYSISOBJECTS．SECONDLY，THETHESISGIVESANOVERVIEWOFTHEEQUIVALENCETHEORY,INTRODUCINGITSDEVELOPMENT,REALITY，LEVELS，ANDLIMITATION．DUETOTHESEMANTIC，RHETORICALANDCULTURALFEATURESOFSHUYU，NIDA’SEQUIVALENCETHEORY,WHICHCOMBINESMODEMLINGUISTICS，COMMUNICATIONTHEORY,ANDTHEREADERS’RESPONSETHEORY,CANBEAPPLIEDTOEXPLAINANDEVALUATETHETRANSLATIONOFSHUYU．THISTHESISRELIESONEQUIVALENCETHEORYTOANALYZEHOWTOOBTAINFUNCTIONALEQUIVALENCEONTHREELEVELSINORDERTOACHIEVEABETTERTRANSLATIONEFFECT．COMBINEDWIMCASESTUDIESOFTWOENGLISHVERSIOUSOFXIYOUFI，THETHESISFOCUSESONDISCUSSIONOFWHATATRANSLATOR啪ANALYZEANDSUMMARIZEFROMTHEM．INTHEEND,THOUGHTHEREARESIMILARITIESBETWEENEASTERNANDWESTERNCULTURES，THEREALSOEXISTHUGEDIFFERENCES．THEUNIQUECHARACTERISTICSANDRICHCULTURALCONNOTATIONSOFSHUYUBRINGHUGECHALLENGESFORTRANSLATORS．BECAUSEOFTHEDIFFICULTIESINFINDINGTHEEQUIVALENTSOFSOURCELANGUAGEINTHETARGETLANGUAGE，THEPURPOSETOACHIEVEABSOLUTEEQUIVALENCECANHARDLYBEACHIEVED．INORDERTOKEEPITS

簡介：Y772490握旦大學(xué)碩士學(xué)位論文學(xué)校代碼10246學(xué)號02201伽03從漢語史角度試論古文尚書的語料時(shí)代性以尚書古文疏證為中心院系中國古代文學(xué)研究中心專業(yè)漢語言文字學(xué)姓名潘亮指導(dǎo)教師吳金華教授完成日期2005年6月L目爿硭童專。囂露薏勿全文公話‘’ABSTRACTTHISTEXTISBASEDONTHEFOUNDATIONOFTRADITIONALEXPLAININGTHEANTIENTBOOKS，INABSORBINGRESEARCHRESULTFROMTHEPEOPLEOFTHEPASTANDTHEMODERNPEOPLE，BYMAKINGUSEOFTHETHEORIESOFPHONETICANDLEXICOLOGY。COMBININGMICROCOSMICANDMICROSCOPICALLYVIEW，DIACHRONICANDSYNCHRONIC，THESLATICSTATEANDDYNAMICSTATESTOGETHER，INVESTIGATETHOROUGHLYTHERELATIONSHIPBETWEENTHEWORDCITEDINANCIENTCLASSICBOOKANDINTHE白口§NSHANGSHU．BYEXAMINATIONTHEWORKOFYANRUOQUANDTHENEWCONCLUSIONOFYANGSHANOUNRROMTWOWAYSTHESPEECHANDPHRASEFORTHEFIRSTTIME，COMBININGTHESTUDYRELEVANTPROBLEMOFTHEWORKOFRECOGNIZINGREALORFALSEOFTHEANCIENTBOOKANDTHELANGUAGEANTICIPATESPROPERTYOFTHEGUWENSHANGSHUETC．THEADEQUACYCARRIESONTHECERTAINCOMPLEMENTANDCORRECTIONSTOTHERESEARCHMETHODANDCONCLUSIONSOFYANRUOOU．THEFULLTEXTISTOTALLYDIVIDEDINTOTHREEPARTS．IN’GENERALINTRODUCTION’PART，WEHANDOVERANORIGINALLYTHEBASICCIRCUMSTANCEOFTHETOPICANDTHEGUWENSHANGSHUGENERALSITUATION．THEPOINTOFDISCUSSISTHERESEARCHSUMMARIZEOFSHANGSHUINTHERECENT20YEARSANDTHERESEARCHGENERALSITUATIONOF6HWENSHANGSHUBYTHEANCIENTS．ONTHISFOUNDATION．ACCORDINGTOSTUDYTHEINQUISITIONOFTHERESULTTOTHEPEOPLEOFTHEPAST，WETIDYUPALAHGUAGESEGMENTTOTHETOTALNUMBEROFNEARLY138ITEMSWHICHTHEPEOPLEOFTHEPASTARESOCALLEDTHEGUWENSHANGSHUSTOLENFROMTHEANCIENTBOOKS．AMONGTHEM，YAHRUOQUPOINTOUTABOUT105PROOFSINHIS黝A(yù)NGSHUGUWENSHUZHENG,IN”THISTHEORY”PART，ACCORDINGTOTHIS105PROOFSINRELEVANTPHONETICARGUMENT，WEDIVIDETWOCHAPTER，EXAMININGTHEWORKOFYAHRUOQUINHISSHANGSHUGUWENSHUZHENG,MAINLYFROMTWOSIDESPHONETICANDLEXICOLOGY．INTHEANALYSISOFABOUT20INDIVIDUALCASES，BYCOMPARISONTHERHYTHMOFTHEGUWENSHANGSHUANDTHEJINWENSHANGSHUANDBYANGLICIZINGTHEINDIVIDUALCASESOFPHONETICANDLEXICOLOGY，WEAFFIRMEDTHERIGHTINDIVIDUALCASESWHICHYANRUOQUPOINTEDOUTWITHOUTNEEDINGTOADDMOREMATERIALSORPROOFSPUTFORWARDTHEPROBIERATHATEXISTINSOMEARGUMENTS，CASESNEEDTOBEFURTHERMEDIFIEDFROMTHEMATERIALANDTHEARGUMENTMETHOD．EVENTHEINDIVIDUALCASESTHATTHECONCLUSIONNEEDSTOREVISE，ANDALSOMENTIONSOMECASESWHICHYONRUOQUINTHEBOOKSTILLDON’TWELLWORTHMENTIONING．THROUGHINQUISITION，WETHINKTHATTHEARGUMENTANDCONCLUSIONSOFTHEBIGPARTBYYONRUOQUAREDEPENDABLEIN’CONCLUSION’，BUTALSOEXISTPLACESWHERETHEMATERIALISNOTCOMPREHENSIRE．THEMETHODISNOTVERYSCIENCE，CONCLUSIONNEEDSTOBEFURTHERMODIFIED．KEYWORDTHEGUWONSHANGSHU,,PHONETIC，LEXICOLOGY，RECOGNIZINGREALORFALSE3

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