【摘要】：隨著韓國游客入境游和以韓國為目的地的出境游日益增加,亟需一批專業(yè)素質(zhì)高、形象好、語言能力強(qiáng)的韓語導(dǎo)游。旅游韓語作為高等職業(yè)院校韓語專業(yè)或者韓語方向的專業(yè)來說,是培養(yǎng)高素質(zhì)綜合型人才的一門專業(yè)提升課程。本文針對目前湖南省旅游韓語課程的授課現(xiàn)狀進(jìn)行研究,發(fā)現(xiàn)目前授課方式有教師講授法、情景會話法、任務(wù)驅(qū)動法,這些教學(xué)方法依然停留在模仿英語課堂的教學(xué)方法上,單一刻板的教學(xué)模式缺少互動,學(xué)生探究意識淡薄,自主學(xué)習(xí)能力不高,這些都慢慢消磨學(xué)生的興趣,逐漸開始厭學(xué)。另外,目前旅游韓語教材匱乏,比較成熟的教材也不過寥寥幾本,而且內(nèi)容都大同小異。最重要的一點(diǎn),現(xiàn)行的教材都沒有以地域或者特定場合為核心進(jìn)行制定,這與導(dǎo)游地陪帶團(tuán)不相符合。筆者認(rèn)為,旅游韓語這門課程它具有特殊性,因?yàn)樗且婚T綜合了旅游學(xué)和語言學(xué)的交叉學(xué)科,如何讓學(xué)生能夠快樂地、興趣盎然地、有效地、自發(fā)地學(xué)習(xí),是值得思考的問題。因?yàn)橹挥袑W(xué)生陶醉在學(xué)習(xí)中,這種學(xué)習(xí)產(chǎn)生的記憶才是長久記憶,否則靠著死記硬背的短暫記憶學(xué)習(xí),學(xué)生永遠(yuǎn)無法獨(dú)當(dāng)一面。情境教學(xué)是一種“以情為紐帶,以思為核心,堅持以人為本”的教學(xué)模式。其獨(dú)特而富有生趣的感知性與實(shí)用性受到廣大學(xué)生與老師的青睞,同時也成為目前高職外語教育教學(xué)改革與發(fā)展的重點(diǎn)與趨勢。筆者主要通過對李吉林情境教學(xué)進(jìn)行解析,對情境教學(xué)的創(chuàng)設(shè)進(jìn)行研究,闡述旅游韓語課程情境教學(xué)創(chuàng)設(shè)有效性策略。文章共分五個章節(jié)進(jìn)行論述。 第一章緒論,主要論述了本論文的研究必要性和意義,并通過文獻(xiàn)查閱法對先行研究進(jìn)行整理歸納,介紹研究內(nèi)容和研究方法,奠定本文的論述基礎(chǔ)。第二章,闡述李吉林情境教學(xué)的概念、理論來源、特點(diǎn)以及實(shí)施原則。第三章,對情境教學(xué)創(chuàng)設(shè)的特性、類型和意義進(jìn)行闡述。第四章,就旅游韓語課堂進(jìn)行情境教學(xué)創(chuàng)設(shè)進(jìn)行探討,包括對旅游韓語課程的介紹,適用于情境教學(xué)創(chuàng)設(shè)的原因分析以及情境創(chuàng)設(shè)的有效性他策略研究都進(jìn)行了闡述。第五章結(jié)論,對文章進(jìn)行總結(jié)。
[Abstract]:With the increasing number of Korean tourists entering the country and taking Korea as the destination, a batch of Korean tour guides with high professional quality, good image and strong language ability are in urgent need. As a Korean major or Korean-oriented specialty in higher vocational colleges, Korean tourism is a professional promotion course for cultivating high-quality comprehensive talents. Based on the current teaching situation of tourism Korean courses in Hunan Province, this paper finds that there are teachers' teaching methods, situational speaking methods, and task-driven methods. These teaching methods are still in imitating the teaching methods of English classroom. The lack of interaction in a single rigid teaching model, the weak sense of inquiry and the low ability of autonomous learning, all of which slowly kill the students' interests, and gradually begin to dislike learning. In addition, the current tourism Korean textbooks are scarce, more mature textbooks are only a few, and the content is similar. The most important point is that the current teaching materials are not made on the basis of the region or the special occasion, which is not consistent with the tour guide group. The author thinks that the tourism Korean language course has its particularity, because it is a cross-discipline of tourism science and linguistics, how to enable students to study happily, interested, effectively and spontaneously. It's a question worth thinking about. Because only the students are intoxicated in learning, the memory produced by this kind of learning is long-term memory, otherwise relying on the memorization of short-term memory learning, students will never be able to stand on their own side. Situational teaching is a kind of teaching mode with emotion as the tie, thinking as the core and people as the center. Its unique and interesting sense and practicality has been favored by students and teachers. At the same time, it has also become the focus and trend of the reform and development of foreign language education in higher vocational education. Through the analysis of Li Jilin's situational teaching, the author studies the creation of situational teaching and expounds the effective strategy of creating situational teaching in tourism Korean curriculum. The article is divided into five chapters. The first chapter is the introduction, which mainly discusses the necessity and significance of this paper, and through the literature review method to organize and summarize the advance research, introduce the research contents and research methods, and lay the foundation of this paper. The second chapter expounds the concept, theoretical sources, characteristics and implementation principles of Li Jilin's situational teaching. The third chapter describes the characteristics, types and significance of situational teaching. In the fourth chapter, the author discusses the creation of situation teaching in tourism Korean classroom, including the introduction of tourism Korean curriculum, the analysis of the reasons applicable to the creation of situation teaching, and the research on the effectiveness of situation creation. The fifth chapter concludes and summarizes the article.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H55;F590-4

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本文編號：2440727