發(fā)布時間：2018-05-21 12:33

  本文選題：小學(xué) + 文化教學(xué)　； 參考：《蘭州大學(xué)》2014年碩士論文

【摘要】：隨著漢語在韓的普及,小學(xué)生群體成為了漢語學(xué)習(xí)強(qiáng)有力的新生力量之一,為漢語的蓬勃發(fā)展和中華文化的長遠(yuǎn)傳播提供了機(jī)會。如何針對小學(xué)生開展?jié)h語文化教學(xué)也隨之成為對外漢語界探討的新熱點(diǎn)之一。對外漢語文化教學(xué)自20世紀(jì)80年代開始受到關(guān)注和重視以來,關(guān)于文化教學(xué)的問題探討和爭論從未停止,但針對小學(xué)生這一特殊群體的文化教學(xué)的專門性研究屈指可數(shù)。 本文立足于韓國小學(xué)的實(shí)際教學(xué)情況,結(jié)合筆者在韓國光陽北小學(xué)的文化教學(xué)實(shí)際和對在韓34位小學(xué)漢語教師進(jìn)行的文化教學(xué)問卷調(diào)查數(shù)據(jù),從學(xué)校、教師、教材、學(xué)生、教育制度等多方面對小學(xué)生漢語文化教學(xué)所中出現(xiàn)的問題進(jìn)行了探尋分析,總結(jié)和梳理出小學(xué)階段漢語文化教學(xué)存在的七大問題：教師教學(xué)偏重不一,文化教學(xué)被忽視；小學(xué)漢語教學(xué)缺乏語言與文化并存的精品教材；小學(xué)漢語文化教學(xué)缺乏統(tǒng)一規(guī)范的教學(xué)大綱；缺乏具有針對性的文化教學(xué)資源；漢語教師目的國語言水平較低增加了文化教學(xué)的難度；小學(xué)生年齡跨度大,對文化教學(xué)的要求不同；學(xué)校對漢語文化教學(xué)的重視程度不高。通過對以上問題的分析,結(jié)合筆者教學(xué)經(jīng)驗(yàn)和調(diào)查問卷反饋信息,總結(jié)出問題解決的六點(diǎn)辦法：加強(qiáng)文化教學(xué)與語言教學(xué)的有機(jī)結(jié)合；樹立小學(xué)生本位觀,打造優(yōu)質(zhì)教材；制定統(tǒng)一規(guī)范的小學(xué)文化教學(xué)大綱；提高小學(xué)漢語教師的綜合素質(zhì)；完善教學(xué)資源庫；加強(qiáng)文化教學(xué)的活動性等。希望對韓國小學(xué)漢語文化教學(xué)的改善提供一定的基礎(chǔ)信息和理論依據(jù),以推動漢語和漢文化在韓國小學(xué)生群體中的加速發(fā)展。
[Abstract]:With the popularity of Chinese in South Korea, primary school students have become one of the powerful new forces in learning Chinese, which provides an opportunity for the vigorous development of Chinese and the long-term spread of Chinese culture. How to develop Chinese culture teaching for primary school students has become one of the new hotspots in the field of Chinese as a foreign language. Since the cultural teaching of Chinese as a foreign language (TCFL) has been paid attention to since the 1980s, the discussion and debate on cultural teaching has never stopped. However, there are only a few special researches on the cultural teaching of primary school students as a special group. This paper is based on the actual teaching situation of Korean primary school, combined with the cultural teaching practice of the author in Guang Yang Bei Primary School and the questionnaire survey data of 34 primary school Chinese teachers in Korea, from the school, teachers, teaching materials, students, This paper explores and analyzes the problems in the teaching of Chinese culture in primary school students from many aspects, such as the educational system, and summarizes and sorts out the seven problems existing in the teaching of Chinese culture in primary school: the teachers pay more attention to the teaching of Chinese culture, and the teaching of culture is ignored; Chinese teaching in primary schools is short of high-quality teaching materials in the coexistence of language and culture, lack of unified and standardized syllabus of Chinese culture teaching in primary schools, lack of targeted cultural teaching resources; The low level of target language of Chinese teachers increases the difficulty of culture teaching; the age span of primary school students is large and the requirements of culture teaching are different; the school does not attach great importance to Chinese culture teaching. Through the analysis of the above problems, combined with the author's teaching experience and questionnaire feedback information, the author summed up six ways to solve the problem: to strengthen the organic combination of culture teaching and language teaching, to set up the primary school students' standard view, and to create high-quality teaching materials; To formulate a unified and standardized primary school culture teaching outline; to improve the comprehensive quality of primary school Chinese teachers; to improve the teaching resource bank; to strengthen the activity of cultural teaching, and so on. The author hopes to provide some basic information and theoretical basis for the improvement of Chinese culture teaching in primary schools in Korea, so as to promote the accelerated development of Chinese and Chinese culture among the elementary school students in Korea.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G623.2

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本文編號：1919198