Morpheme In The Advanced Stage Of Chinese Vocabulary Teaching Inquiry

The lexicon teaching is an important part of TCSL. The amount of vocabulary influences the learners'communication ability of Chinese directly. The amount of vocabulary is also the foundation of the learners'four basic skills'achieving, which includes listening, speaking, reading and writing. The amount of vocabulary is the foundation in the overall which could improve the learners'general knowledge of Chinese. The learners except to find a way that extend the amount of Chinese vocabulary fleetly, and improve the application ability of Chinese vocabulary effectively. I think that the Morpheme Pedagogy is suitable for the characteristics of Chinese. It can play a role in Chinese vocabulary teaching at various stages. The students have received the recognition in the practices of TCSL. Morpheme Pedagogy for the lexicon teaching of the high-level phase of the TCSL is a especial way which brings the feasibility and practicability into play. Felling Morpheme Pedagogy and the lexicon teaching of the high-phase of the TCSL together is a task, which fulls of worthiness of the lucubration, whether in the field of the theoretics or application layer.According to how to improve the effect of the lexicon teaching fleetly and the students'application ability of Chinese vocabulary effectively. The pursuer in the field of TCSL have done the researches more than the researches of phonetics and grammar in recent years, which mainly related to the method of the lexicon teaching. There are three methods of the lexicon teaching which are mainly used in the field of TCSL. it include the pedagogy of "word-based","character-based" and the Morpheme Pedagogy. The research about the application of teaching method used in the the lexicon teaching of TCSL and the academic research of Chinese ontic'drived by the application are side by side in the field of TCSL. Based on the Chinese own characteristics, scholars gradually recognize the role of morphemes play in the lexicon teaching of TCSL and begin to strengthen in-depth understanding of the morpheme and advocate Morpheme Pedagogy on constantly introspecting and summarizing. Morpheme Pedagogy seizes the characteristics of the Chinese system and enters on the morpheme. If we use Morpheme Pedagogy in the lexicon teaching of TCSL, we could find a handy, double-quick and effective way, which may be suitable for every stage of Chinese lexicon teaching and learning. Many results of application indicated that teachers have been used Morpheme Pedagogy in the lexicon teaching of TCSL to prove that Morpheme Pedagogy could improve the efficiency of Chinese vocabulary teaching and learning. However, the associated status of the morpheme Pedagogy and the lexicon teaching of TCSL also need to research ulteriorly. The research of Morpheme Pedagogy which combined with specific stage, materials and level of students was a little. Especially the research, in allusion to the "table-time" phenomenon of the students'high-phase, the students' character and demand, material schoolbook, using material lexicon pedagogy, were quite little. Consequently, the writer try to discuss the effection of Morpheme Pedagogy used in lexicon teaching of the high-phase of TCSL plainly combining with the Morpheme Pedagogy in lexicon teaching application.Based on the previous researches about the associated status of the Morpheme Pedagogy and the lexicon teaching of TCSL, the writer had own opinion about Morpheme Pedagogy and the status of Morpheme Pedagogy used in the lexicon teaching of high-phase in TCSL. The writer have taught the course of lexicon using the paths of Morpheme Pedagogy by one-to-one in one year. This paper takes the teaching practice as an example. The article is divided into six sections to be described. The first chapter is the preface, which include the origin, the meaning of this study, the researching ideas and methods. Morpheme Pedagogy and the researching actuality about status of Morpheme Pedagogy used in the lexicon teaching of high-phase in TCSL. The second chapter is about Morpheme Pedagogy. Starting from the ontic study of the Morpheme, the paper explain the associated status of the morpheme and the meaning of monosyllabic word, the associated status of the morpheme and the factors of word-building. Furtherly the paper re-recognizes the Morpheme Pedagogy from the two ascepts, which includes the advantages of Morpheme Pedagogy itself and the meaning of insisting on Morpheme Pedagogy and strengthening Morpheme Pedagogy in the lexicon teaching of the high-phase in TCSL. The third chapter tells the relationship between Morpheme Pedagogy and the system property of the lexicon studying of the high-phase of TCSL. Mainly from two aspects, the system property of the lexicon itself (the assembled relationship and the aggregated relationship), the combination of Morpheme Pedagogy in the high-phase and the system property (combining with the words in the textbook). When the learners study the lexicon in the high-phase, they need to construct the lexicon system. According to this situation, the paper points out that when we use Morpheme Pedagogy in the lexicon teaching, we should grasp the system property of the morpheme itself and help the learners to consummate the systematic construction of the morpheme and lexicon. We could consult the actinomorphic lexicon teaching path in the pedagogy of "word-based". The forth chapter, the application about Morpheme Pedagogy used in the lexicon teaching in high-phase, it show that the writer use Morpheme Pedagogy in the lexicon teaching in high-phase combining with the material teaching practice. The fifth chapter are three deliberation that we use Morpheme Pedagogy in the lexicon teaching in high-phase, to the textbook, teachers and learners. The sixth chapter is epilogue. To affirm the meaning that Morpheme Pedagogy used in the lexicon teaching in every phase, and it drives other aspects'study of Chinese, also point out the problems existed in this study and expect to do the related research further.