【摘要】：2007年10月,上海大學(xué)與科克大學(xué)合作成立了愛爾蘭第二家孔子學(xué)院——科克大學(xué)孔子學(xué)院,自此,中國語言文化的傳播的種子如雨后春筍般在愛爾蘭各地迅速成長。隨著愛爾蘭科克大學(xué)孔子學(xué)院的建成,愛爾蘭地區(qū)漢語教學(xué)點(diǎn)數(shù)量逐年遞增,這就需要更多的漢語教師及志愿者投身到當(dāng)?shù)氐闹袊Z言與文化傳播事業(yè)中。本人有幸成為愛爾蘭科克大學(xué)孔子學(xué)院的一名漢語教師志愿者,并在那里進(jìn)行了為期10個月的教學(xué)實(shí)踐。這段經(jīng)歷使筆者對愛爾蘭當(dāng)?shù)氐慕逃蜐h語教學(xué)現(xiàn)狀有了深入的了解,同時也讓筆者認(rèn)識到了許多漢語教學(xué)方面的困難和問題。比如,缺乏適合實(shí)際教學(xué)情況的教材,沒有固定的漢語教學(xué)大綱和教學(xué)模板,缺乏實(shí)踐經(jīng)驗(yàn)和教學(xué)資源等等,均成為困擾漢語教師志愿者們的主要難題。這在一定程度上激發(fā)了筆者的研究興趣,也是最終選擇這個研究課題的動機(jī)所在。本文共分為五個章節(jié),第一章緒論主要介紹了選題背景、研究目的、研究對象、研究方法以及研究綜述等;第二章主要介紹了愛爾蘭教育體系、科克當(dāng)?shù)刂袑W(xué)教育情況以及科克大學(xué)孔子學(xué)院的概況;第三章針對當(dāng)?shù)刂袑W(xué)漢語教學(xué)大綱與教材、教師隊(duì)伍、教學(xué)對象、漢語課堂教學(xué)等各方面進(jìn)行了較為全面、詳細(xì)的調(diào)查分析,重點(diǎn)考察漢語課課堂教學(xué)的內(nèi)容、方法以及學(xué)生的反饋情況;第四章在前面調(diào)查分析的基礎(chǔ)上總結(jié)當(dāng)?shù)刂袑W(xué)漢語教學(xué)中存在的問題,并針對這些問題提出相應(yīng)的對策;第五章結(jié)語對全文做出總結(jié),并對愛爾蘭地區(qū)中國語言與文化傳播事業(yè)寄予美好愿景。本文的創(chuàng)新點(diǎn)主要體現(xiàn)在以下方面:一是研究視野較開闊。筆者作為當(dāng)?shù)氐臐h語教師志愿者,不僅僅關(guān)注屬于本職工作的漢語課堂教學(xué)問題,而且對圍繞漢語教學(xué)的其他方面,如教學(xué)大綱、課程設(shè)置、教材編寫、教師培訓(xùn)等均作了一定深度的調(diào)查、分析及說明,各個方面既緊密聯(lián)系,又詳略得當(dāng),突出重點(diǎn);二是研究方法充分有效。筆者通過調(diào)查、訪談等多種渠道從當(dāng)?shù)刂袑W(xué)的漢語教學(xué)、教師以及教學(xué)對象情況中搜集到了大量的一手?jǐn)?shù)據(jù)和資料,并且在語言教學(xué)理論的指導(dǎo)下對數(shù)據(jù)進(jìn)行客觀、有效的分析;三是研究成果針對性強(qiáng)。本文主要從漢語教師的角度對愛爾蘭當(dāng)?shù)貪h語教學(xué)現(xiàn)狀進(jìn)行調(diào)查。筆者實(shí)地考察調(diào)研,親歷了整個漢語教學(xué)全過程,既是該研究的設(shè)計(jì)主導(dǎo)者,也是重要的參與執(zhí)行者。針對當(dāng)?shù)貪h語課無教材、教學(xué)內(nèi)容不規(guī)范統(tǒng)一的問題,我們在教學(xué)過程中不斷地進(jìn)行調(diào)整、改進(jìn),從總體教學(xué)設(shè)計(jì)到局部教學(xué)內(nèi)容以及教學(xué)方法,提出了具體可行的對策。調(diào)查結(jié)果和建議主要服務(wù)于當(dāng)?shù)刂袑W(xué)漢語教師,為今后的漢語教師提供充分依據(jù)和直接參考,以期提高當(dāng)?shù)刂袑W(xué)漢語教學(xué)的效率和質(zhì)量。
[Abstract]:In October 2007, Shanghai University and Kirk University set up the second Confucius Institute in Ireland. Since then, the seeds of the spread of Chinese language and culture have mushroomed all over Ireland. With the establishment of Confucius Institute of Cork University in Ireland, the number of Chinese teaching sites in Ireland is increasing year by year, which requires more Chinese teachers and volunteers to devote themselves to the cause of Chinese language and culture dissemination. I was fortunate enough to be a Chinese teacher volunteer at the Confucius Institute at the University of Cork, Ireland, where I have been teaching for 10 months. This experience has made the author have a deep understanding of the present situation of education and Chinese teaching in Ireland. At the same time, the author has also realized many difficulties and problems in the teaching of Chinese. For example, the lack of teaching materials suitable for the actual teaching situation, the lack of fixed Chinese teaching syllabus and teaching template, the lack of practical experience and teaching resources, etc. To a certain extent, it arouses the author's interest and is the motive of choosing this research topic. This paper is divided into five chapters. The first chapter introduces the background of the topic, the purpose of the study, the research object, the research methods and the summary of the research. The second chapter mainly introduces the Irish education system. The third chapter focuses on the teaching syllabus and teaching materials of the local middle school Chinese, the teaching staff, the teaching object, the Chinese classroom teaching and so on. Detailed investigation and analysis, focusing on the contents, methods and feedback of students in Chinese classroom teaching. Chapter four summarizes the problems in the teaching of Chinese language in local middle schools on the basis of the previous investigation and analysis. The fifth chapter summarizes the full text and puts forward a good vision for the Chinese language and culture communication in Ireland. The innovation of this paper is mainly reflected in the following aspects: first, the research field of vision is more open. As a volunteer of local Chinese teachers, the author not only pays attention to the Chinese classroom teaching which belongs to his own work, but also focuses on other aspects of Chinese teaching, such as syllabus, curriculum, textbook compilation, etc. The teachers' training and so on have made the certain depth investigation, the analysis and the explanation, each aspect is not only close contact, but also the detail is appropriate, highlights the focal point; the second is the research method is full and effective. Through investigation, interview and other channels, the author collects a lot of primary data and materials from the situation of Chinese teaching, teachers and teaching objects in local middle schools, and carries on the objective data under the guidance of language teaching theory. Effective analysis; third, strong pertinence of research results. The present situation of Chinese language teaching in Ireland is investigated from the perspective of Chinese teachers. The author has experienced the whole process of Chinese teaching, which is not only the design leader, but also the important executor. In order to solve the problem that there is no teaching material and the teaching content is not standardized and unified in the local Chinese course, we constantly adjust and improve the teaching process, from the overall teaching design to the partial teaching content and teaching method, and put forward some concrete and feasible countermeasures. The results and suggestions of the investigation mainly serve the teachers of Chinese learning in local middle schools and provide sufficient basis and direct reference for Chinese teachers in the future in order to improve the efficiency and quality of the teaching of Chinese in local middle schools.
【學(xué)位授予單位】：上海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

【引證文獻(xiàn)】

相關(guān)會議論文 前1條

1 羅青松;;從愛爾蘭中學(xué)外語教學(xué)現(xiàn)狀看漢語課程大綱的本土化問題[A];世界漢語教學(xué)學(xué)會通訊2012年第3期（總第16期）[C];2012年

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本文編號：2137972