The Comparative Study Of Figure Of Speech Between Hanyu And Shuohua

Based on the theory of rhetoric and children's development,this paper describes and analyzes the figures of speech in the overseas Chinese Textbooks Hanyu and Shuohua and discusses how to arrange the figures of speech scientifically and reasonably,so as to improve the language rhetoric ability of primary school students.This paper describes the figures of speech from various angles and finds that the two sets of textbooks have the following characteristics:In the same aspect,the figures of speech in the two sets of textbooks are basically same,focusing on particular beauty and connecting beauty;the figures of speech are mainly children's common types,the proportion of analogy is too large;the repetition rate of common types of figures of speech in children's junior grade is too high;the figures of speech does not fully consider rhetoric and children's development,and distribution are mainly depends on the content of the article;the figures of speech are mostly distributed in children's literature works;The subjects of figures of speech are mainly about children's life,animals and plants,and natural phenomena which children are familiar with;the proportion of blending phenomenon of figures of speech is small,and types of figures of speech are mainly simple types,and the basic types of figures of speech are mainly used;the cultural contents of figures of speech are mainly related to China's geographical environment,historical allusions,customs and values,etcDifferent aspects: the number of figures of speech in Hanyu is more than Shuohua,and the quantity trend of each volume is obvious;the figures of speech in Chinese are mainly distributed in narrative and fairy tale styles,while the words of speech are mainly distributed in dialogue and children's song styles;the difficulty of figures of speech in Hanyu is greater than that in Shuohua,and the difficulty of figures of speech in the same title article is mainly reflected in the selection of figures of speech,vocabulary and sentence patterns;Hanyu focuses on the development of children's written language ability,while Shuohua focuses on the development of children's spoken language ability.Finally,this paper holds that: teaching materials should arrange the types andnumbers of figures of speech according to the theory of rhetoric and children's development;middle and senior grades should pay attention to the repetition rate of commonly used figures of speech;figures of speech's style should be based on the characteristics of students and the nature of textbook;according to children's cognitive level,different types and sub types of figures of speech should be selected for the blending of figures of speech;the arrangement of figures of speech subjects should fully consider their own difficulties and children's environment;in different stages of children,choose the cultural content corresponding to the difficulty;in the lower grade,the figure of speech is mainly perceived,in the middle and senior grade,textbook writer or teachers can make appropriate induction or summary,and add corresponding exercises;pay attention to oral rhetoric...