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名量组配的典型性主要针对名量组配的常用性和名量之间语义特征的相容性而言。强调教学过程名量组配的典型性,是为了提高量词教学的效率。名量组配的系统教学有两种途径:一种是以量词为出发点,一种是以名词为主导。教材以动态的语篇为基础,名量组配的过程总是先确定描述的对象,再选择量词,某些名量组配可能并非典型、常用的组配,学生对量词的学习缺乏系统性。从量词教学的效果来看,可以有意识地以量词为视角,采取一些“补救”措施,弥补课文中可能出现的名量组配的典型性不足、量词教学的系统性不够等问题。
The norm of grouping is mainly in terms of the compatibility of the semantic features between nominality and nominality. Emphasizing the typical nature of the teaching process with the group, is to improve the efficiency of quantifier teaching. There are two ways to organize the teaching of a given quantity: one is to take the measure as the starting point and the other is to use the noun as the leading factor. The textbook is based on dynamic discourse. The process of naming a group is always to determine the object to be described first, and then to select the quantifier. Some naming and matching may not be typical and commonly used. Students lack of systematic study of the quantifier . From the perspective of quantification teaching, we can consciously take the quantifier as the perspective and take some “remedial measures” to make up for the lack of typical problems in the texts such as the lack of typicality and the lack of systematic teaching of quantification.