以马内利初中二校二年级学生“不”和“没（有）”的 掌握情况分析

The aim of this research is to know the different and the similarities ofthe words “Bu” and “Mei (You)” and also to know the understanding condition of the students of Immanuel II Junior High School Grade Eight about words “Bu” and “Mei (You)”.This research used literature study as the method to understand and analyze the similarities and differences of the words “Bu” and “Mei (You)”and also used the test method to test the understanding of the students of Immanuel II Junior High School Grade Eight. The results of the research obtained show that “Bu” and “Mei (You)”can be used in the front of the verbs, the adjectives and groups of verbs-objects. However, there is a certain condition which the use of “Bu” and “Mei (You)” has different meaning. Furthermore, the test results indicate that the total percentages of the students accuracy in the type of questions ‘Fill in the blank' about “Bu” and “Mei (You)”are 39.57% and 65.56%. Meanwhile, the total percentages of the students accuracy in the type of questions ‘multiple choices' “Bu” and “Mei (You)”are 41.80% and 35.83%. In conclusion, the results show the negative attitude towards the students mastery in the use of the words “Bu” and “Mei (You)”. Keywords : “Bu” , “Mei (You)”, the condition of student's understanding摘要：为了解“不”和“没（有）”的异同点及以马内利初中二校二年级学生对“不”和“没（有）”的掌握情况，本文用文献研究法分析“不”和 “没（有）”的异同点，使用测验法对学生进行测试。研究结果得知，“不”和“没（有）”都可以用在动词、形容词和动宾词组前，但有位置不同的情况，即使位置相同意思也不相同。测试结果得知，以马内利初中二校二年级学生“不”和“没（有）”填空部分的总正确率分别为：39,57% 和65,56%。选择正确位置部分的总正确率分别为：41,80%和35,83%，这说明该校的学生对“不”和“没（有）”的掌握情况不太乐观。通过这项研究，笔者希望能帮助学生更好地掌握“不”和“没（有）”的用法，并为汉语教师选择“不”和“没（有）”的教学法提供依据。 关键词：“不”；“没（有）”；掌握情

使用交际法提高学生上阅读课的积极性

摘要：本文的主要目的是了解交际法对学生学习汉语阅读课的效果，是否有效提高学生上阅读课的积极性。研究对象是丹大中文系大一B班学生，一共有11名学生（男生2名；女生9名）。研究方法是实验法。根据本文的 教学实验的统计与分析，笔者了解到交际法正是适合运用于汉语阅读教学。在阅读教学中运用交际法，不仅能活跃课堂气氛，而且能提高学生学习的 积极性。 关键词：交际法，汉语阅读课，积极性 Abstract :The purpose of this research is to know the effect of communication teaching method for the student to learn mandarin reading lesson, to know that if it can increase the students\u27 activeness in reading lesson.The object of this research is the second semester class B of Mandarin study program of Tanjungpura University Students, with total students were 11 students (2 male; 9 female). The research method is practice. Based on the analysis of the teaching learning process in the classroom , The writer gets that result communication teaching method is very appropriate in teaching reading. By using communication teaching method on reading lesson, it is not only able to create a dynamic classroom atmosphere, but also to increase students\u27 activeness in learning

西加省坤甸市幼儿园汉语教学现状分析

The object of research was the Sunshine Kindergarten in Pontianak, through the questionnaire, interview and observation in the two aspects : first, the condition of teaching mandarin in Sunshine Kindergarden in Pontianak, in this aspect, the writer described the background of kindergarten and Mandarin language curriculum, the academic conditions of Mandarin language teachers, teaching instruments, methods and content of Mandarin language teaching. Second, the problems occured during on the process of teaching and their solutions. From the results of research, it can be concluded that the condition of the Mandarin language teaching in Sunshine Kindergarten was good, but there were still some problems found in the teaching and learning process，especially students in the teaching process of attention problems. It means, Mandarin language teachers must continuously develope and improve the quality of teaching. Keywords: mandarin teaching kindergaden condition problem 摘要：笔者以坤甸市阳光幼儿园作为研究对象，通过调查、采访和观察两个方面，第一，阳光幼儿园汉语教学现状，这方面里笔者仔细地说明了本幼儿园的背景与汉语课程、教师方面、学生、老师使用的教学法和教学过程。第二，于汉语教学过程中经常出现的问题及解决方法。从分析结果，笔者得到的结论：幼儿园汉语教学现状不错，只不过，于汉语教学中还存在学生方面问题，特别是在教学过程中学生注意力的问题。这意味着，汉语教师必须不断地创新而提高幼儿园的汉语教学质量。 关键词： 汉语教学 幼儿园 现状 问

使用汉语拼音提高学生的认读能力 (以 DARUL ULUM 回教高中三年级学生为例)

摘要 ：汉语拼音是识字、学习普通话的有效工具。这项研究的目的是提高 学生认读能力。研究对象是 Darul Ulum 高中三年级学生。通过描述性研究 使用汉语拼音教学过程描述，认读汉字和拼音。数据分析的结果说明，使用 汉语拼音可以提高学生的认读能力。通过课堂实施发现，语音的掌握需要通 过课堂上的强化训练。因此可以说，汉语拼音是认读能力的重要因素之一。 关键词： 汉语拼音 汉语拼音教学 认读能力 Abstact : Hanyu Pinyin is a recognize letters, as an effective tool for learning Mandarin language. This study aims to improve students' ability to recognize letters in class XII MA Darul Ulum. Hanyu Pinyin teaching process described by the descriptive study, to recognize and read Chinese characters and Pinyin. The results of data analysis showed that the use of Hanyu Pinyin can improve the students' ability to recognize letters. Through the implementation in the classroom, its proved that mastering Hanzi needs intensive training. Therefore we can say that Hanyu Pinyin is one of the important factor to recognize letters/ Hanzi

汉语与印尼语成语中的五种植物文化意义对比分析

Idioms are the essential part of Mandarin and Indonesian. Plant idiom have a lively and profound meaning because it is based on plant imagery.This paper used "Dictionary of Idioms" and "Kamus Peribahasa" to compile and analyze five plant elements meaning of plant idiom. Through comparative analysis, the author summarizes that in Mandarin and Indonesian plant idioms most of the "tree, wood, flower, grass, bamboo " can represent or describe human being or describe characters, things, things. The author is wishing can help Mandarin teachers and Mandarin learners on their learning process. Students can learn Chinese idioms better, improve their comprehension and their use idiom ability. Help Mandarin teachers to find the right one of teaching idiom pedagogy. Keywords: Mandarin, Indonesian, plants idiom, comparative analysis摘要：植物成语是借用 植物意象表达成语的意义，因此植物成语的植物语素意义体现既生动又深刻。 本文从《成语大词典》与《Kamus Peribahasa》两本词典中收集与分析了植物成语的五种植物语素的文化 意义。通过对比分析法，分析到了一下结果：从意义方面上来看，汉语植物成语与印尼语植物成语中的“树、木、 花、草、竹”语素大部分是同样可以表示人或形容人物、事物、事情。分析之后，笔者希望对汉语教师与汉语学习者有所帮助。对学生更好地 学习汉语成语，提 高成语的理解能力和运用能力。对教师助于找到合适的教成语的教学法。 关键词：汉语 印尼语 植物成语 对比分

通过直接教学法解决丹大中文系2013级的大学生使用 “比/不比”和“有/没有”比较句的困难

摘要 ：比较句是日常交际中常用的句式之一，在汉语中常用的比较句有 “比”字比较句和“有”比较字句。此外，比较句也是对外汉语语法的教学重点，因为对于汉语作为第二语言的学生来说，学习比较句的时候受到了 母语的影响，导致学生在使用比较句之时出现了不同的偏误。笔者采用直接教学法对丹大中文系2013级A班的学生进行“比/不比”与“有/没有”比较句的教学，并且采用测试法了解该班学生学习前与学习后的情况，以进行对比。对比结果显示，学习后的成绩明显提高了，这说明直接教学法适合用于进行“比/不比”与“有/没有”比较句的教学，因为直接教学法具有直观的特点。 关键词：“比”字比较句；“有”字比较句；直接教学法 Abstract: Comparative sentence is one of the sentences that is often used in daily life. In Mandarin, the comparative sentence that is often used is the comparative sentence “Bi” and the comparative sentence “You”. Moreover, in the teaching of Mandarin, comparative sentence is also an important point, because for students whose native language is non-Mandarin, they are learning comparative sentence under the influence of their mother tongue, that in the USAge of the comparative sentence errors will occur more or less.The author uses the direct teaching method to teach comparative sentence “Bi” and the comparative sentence “You” to the Tanjungpura University students majoring Mandarin class A in batch 2013, as well as using research test method to determine differences in students before and after the study. In this study, the authors know how to teach comparative sentence “Bi” and comparative sentence “You” well, and also know that the use of direct teaching method to teach comparative sentence “bi” and comparative sentence “you” to the students has great results

汉字笔顺教学描述研究 以2013/2014学年坤甸市以马内利中专二校十年级学生为例

摘要：汉字，是中华民族五千年文化的积淀，具有形、声、意的特点。很多非汉字文化圈的学生学习汉语都感觉十分困难，特别是在汉字书写 方面，更加难以把握汉字的笔画以及笔顺，容易造成汉字书写偏误。为了 提高以马内利中专2校学生的汉字书写能力以及寻求汉字书写教学的方法， 笔者通过问卷调查和实地调查访问的方式对以马内利中专2校生进行调查 研究，通过对以马内利2校学生的汉字笔画笔顺掌握情况和书写偏误进行 分析， 发现了问题所在，并提出了相关建议。 关键词： 汉字笔顺 ； 汉字教学 ； 汉字书写 Abstract : The Chinese character, which is a great cultural heritage of the five-thousand-years Chinese nation, is perfectly featured with different forms,pronunciations and meanings. However, most students who are not from sinosphere find it hard to learn Chinese, especially in handwriting which includes the character strokes and orders and easily causes clerical errors. Therefore, to improve student's handwriting of Chinese characters in SMK Immanuel 2 and seek the related education methods, I made a questionnaire survey and a field survey there to learn about the student's knowledge about strokes and orders of Chinese characters and the mistakes they made. Finally, I found the crux of the matter and proposed the related suggestions accordings to the result of the surveys