基于不同学习风格的教材二次开发--以匈牙利罗兰大学汉语学习者为例∗

摘要

With questionnaire surveys,this paper investigates the Chinese-learning requirements and learning styles of 135 Chinese-learning beginners from Hungary.The results show that there exist a lot of differences between visual students and non-visual students in their requirements.In terms of explaining the Chinese pronunciation,the visual students prefer learning it with the help of pronuncia-tion-related diagrammatic drawings.While the non-visual students prefer learning it with the help of Hungarian pronunciations.In terms of learning new words,different kinds of students all consider that the quantity of 20~30 words for each class is the best choice.In terms of learning language points,the visual students prefer learning them with the help of"equation".While the non-visual students prefer learning them with pictures and videos.In terms of the exercise types,the requirement of pronunciation exercises from the non-visual students is more than the visual students',the require-ment of Chinese characters and lexical exercises from the visual students is more than the non-visual students'.According to the different requirements from the students with different learning styles,the paper gives a redevelopment of Chinese Textbook for Hungarians.%文章通过问卷调查方法，考察了135名匈牙利初级汉语学习者的学习风格及汉语学习需求。结果发现，不同学习风格者的需求存在较大差异。语音讲解方式上，视觉型学生喜欢偏爱“配合发音示意图”，而非视觉型学生倾向于“利用匈牙利语语音引导”；生词量的选择上，不同类型学生均认为每课生词量“20~30”是最合适的；语言点学习方式上，视觉型学生最喜欢利用“公式”，而非视觉型学生则喜欢“利用图片、动画讲解”；练习类型上，非视觉型学生对于语音练习的需求明显高于视觉型学生，视觉型学生对汉字练习和词汇练习的需求明显高于非视觉型学生。笔者根据不同类型学生的需求特点，对《匈牙利汉语课本》①进行了教材二次开发。