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作者 : 顏迈
總數: 1
現代漢語教學語法硏究與應用
作者
顏迈
分類號
C2.3.4 162
出版社
高等教育出版社
主題
語言研究、語文知識
註釋
本書對全國使用範圍較廣的幾種現代漢語教材(如胡裕樹、張斌、邢福義、劉叔新、錢乃榮、邵敬敏、黃伯榮和廖序東、北大中文系、顏邁等分別主編的教材)中的語法部分,現當代語法學家(如黎錦熙、芏力、呂叔湘、朱德熙、丁聲樹、陸儉明、沈家煊)的語法專著以及中學語文教學中普遍使用的“暫擬系統”和“語法提要”進行縱向和橫向的比較研究,分析了各種論著或體系的特點、優點和缺點,並提出了作者的見解,是一部集教學語法研究之大成的著作,有利於學生特別是師範生瞭解不同教學語法體系的長短處與分歧,從而運用到將來的工作實踐中去。本書既可作高校特別是師範院校文科的選修課教材,也可作研究生備考和在讀時的重要讀物,還可作中學教師語法教學的參考資料。
序
第一節 語法概說
一 語法的意義及特點
(一)語法的含義
(二)語法的定義
(三)語法術語
(四)語法的特點
(五)漢語語法的特點
二 語法學的主要內容
(一)語法學的研究物件
(二)語法學的研究方法
(三)語法著作的類型
三 語言單位和語法單位
(一)語言單位和語法單位
(二)漢語的語法單位
思考和練習
第二節 漢語語法研究概況
一 古代和近代的漢語語法研究
(一)古代的漢語語法研究
(二)近代的漢語語法研究
二 現代和當代的漢語語法研究
(一)現代的漢語語法研究
(二)當代的漢語語法研究
思考和練習二
第三節 詞的構成
一 語素、詞根和詞綴
(一)語素
(二)語素和漢字的關係
(三)語素和詞的關係
(四)語素的分類
(五)詞根和詞綴
二 詞的構成
(一)單純詞
(二)合成詞
(三)准詞
思考和練習三
第四節 詞的語法分類
一 實詞和虛詞
(一)分類的兩個角度
(二)分類的標準
(三)分類的層級
二 詞類劃分的標準
(一)意義標準
(二)形態標準
(三)“依句辨品”標準
(四)“辭彙•語法範疇”標準
(五)語法特點標準
三 詞類的設置
(一)各體系的詞類設置
(二)詞類設置的取捨
思考和練習四
四 詞類的劃分及其特點
(一)實詞
(二)虛詞
五 詞的跨類
(一)詞的跨類
(二)兼類詞的詞性判定
思考和練習五
第五節 短語
一 短語的特點
(一)名稱和範圍
(二)定義和特點
(三)詞和短語的區分
二 短語的分類
(一)結構分類的比較
(二)短語的結構類型
(三)功能分類和其他分類
思考和練習六
三 短語的變換和辨識
(一)短語的變換
(二)幾種短語的辨識
思考和練習七
四 短語的分析
(一)短語分析的方法
(二)短語分析的幾點說明
(三)短語圖解法的討論
思考和練習八
第六節 句子的分類
一 句子分類概況
(一)定義和分類的矛盾
(二)句子分類的混亂
(三)句子分類的設想
(四)特殊句式
二 句子的功能類型
(一)句子的功能類型
(二)不同功能句子的辨識和轉換
(三)功能類型之間的關係
思考和練習九
第七節 單句
一 單句的分析(上)
(一)句子成分分析法
(二)層次分析法
(三)幾種教學用析句方法
思考和練習十
二 單句的分析(下)
(一)單句和單句成分
(二)主謂賓的切分
(三)三級成分分析法
(四)對幾個具體問題的處理
(五)單句成分和短語成分的關係
(六)幾種析句方法的比較
(七)三分法的疑難及解釋
思考和練習十
三 單句的分類
(一)非主謂句考察
(二)單句分類的構想
(三)句型示例
(四)句式選輯
思考和練習十二
四 單句的運用
(一)病句的性質
(二)分析病句的方法
思考和練習十三
第八節 複句
一 複句概說
(一)複句的定義
(二)複句的特點
(三)複句的分類
二 一重複句
(一)聯合複句
(二)偏正複句
(三)複句意義類型討論
(四)緊縮複句
三 多重複句
(一)多重複句的判定
(二)多重複句的分析
四 複句的運用
(一)缺乏聯繫
(二)結構混亂
(三)關聯失當
思考和練習十四
第九節 句群
一 句群的性質和特點
(一)句群研究概況
(二)句群的性質
(三)句群的特點
二 句群的類型和運用
(一)句群的類型
(二)句群的運用
思考和練習十五
第十節 漢語的歧義現象
一 歧義的性質
(一)多義和歧義
(二)歧義的類型
(三)歧義的範圍
(四)歧義的作用
二 消除歧義的方法
(一)語境和情理
(二)結構和層次
(三)語義的轉換
三 歧義的幾種特殊形式
(一)數字關係
(二)排列組合
(三)語境多樣
思考和練習十六
第十一節 三個平面與融合語法
一 三個平面的定位及關係
(一)三個平面理論的定位
(二)三個平面之間的關係
二 融合語法的構想及運用
(一)融合語法的構想
(二)融合語法的運用
思考和練習十七
尾聲 教學語法和語法教學的再思考
一 教學語法的現狀和特點
(一)教學語法的現狀
(二)教學語法的特點
二 語法教學的意義和實施
(一)語法教學的意義
(二)語法教學的實施
思考和練習十八
參考文獻
後記