本文關鍵詞：韓國CPIK教師漢語課漢語文化教學研究　出處：《河北大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 對外漢語 文化教學 CPIK項目 學生特點 文化因素

【摘要】：本文結合筆者在韓國的實際教學經驗,以學生特點為基礎對韓國Chinese Program In Korea(漢語項目在韓國,簡稱“CPIK”)項目中教師漢語課文化教學相關問題進行研究,指出存在的問題,并相應地提出了改進措施。CPIK教師漢語課的學習者是韓國中小學教師,本文對他們進行了問卷調查。調查結果顯示,他們文化背景統(tǒng)一,受過良好的教育,有著豐富的教學經驗,且年齡偏大,有著豐富的人生閱歷,對漢語文化比較感興趣并且了解較深,但是由于學習漢語的時間較短,大多數(shù)學習者仍處于漢語初級階段。在此基礎上,本文從文化因素教學和文化知識教學兩方面對CPIK教師漢語課的文化教學進行分析。關于文化因素教學,本文運用定性與定量相結合的分析方法,對其進行了統(tǒng)計分析,之后又將其與對外漢語文化因素教學的內容進行了比較。相關教學內容主要來自于教材和補充這兩方面,由于所使用教材是韓國本土自編的漢語教材,其中融合了韓國人語言教材編寫的理念,因此現(xiàn)有教材不重視漢語文化內容的編寫,文化知識涵蓋面窄、量少、相對滯后;對于補充文化知識來說,由于漢語教師文化素養(yǎng)不夠,內容選取隨意混亂,不成知識體系。就其教學方式來說,現(xiàn)階段該課程照搬CPIK學生課文化因素教學的模式和形式,教學方式不具有針對性。針對上述教學存在的問題,在教學內容方面,本文以目前教師漢語課文化因素教學內容為基礎并結合前人相關的研究理論總結了《CPIK教師漢語課(初級階段)文化因素教學內容列表》(以下簡稱“列表”),希望能為對外漢語初級階段文化因素教學大綱的制定提供參考�！读斜怼芬猿橄笪幕瘍热轂闃藴�,以學習者特點為基礎,來選取文化因素教學內容——文化詞匯、文化功能項及中華背景知識。在目前學界沒有統(tǒng)一文化因素教學大綱的情況下,朱緹緹《對外漢語初級階段文化因素簡綱》(簡稱“簡綱”)的提出屬首次,《簡綱》以客觀抽象的文化為內容,對初級階段的漢語文化教學內容進行了總結,其涉及的文化面較為廣泛�！读斜怼放c《簡綱》以抽象文化為內容不同的是,《列表》在文化內容的指導下以文化詞匯、文化功能項等具體文化物質載體為內容,將文化因素內容的教與學明確到了詞匯、功能項上。在教學方式的選取方面,針對學生韓國成人漢語教師這一特點,本文提出了文化對比及文化討論的教學思路、教學方式。本文關于文化知識教學的分析,主要集中在體驗型文化知識教學的必要性探討上。本文從對外漢語文化教學目標和體驗型文化知識教學的實踐狀況兩方面論證了體驗型文化知識教學的必要性;除此之外,本文也介紹了教師漢語課體驗型漢語文化知識教學的幾種形式。最后,CPIK教師漢語課教學的重點和難點集中在文化教學上面,并且文化教學需要解決的首要問題就是教學內容和教學方法存在的問題。
[Abstract]:Combined with the author's practical teaching experience in South Korea, this paper analyzes the Chinese Program in Korea based on the characteristics of students. In short, "CPIK") project, teachers of Chinese text teaching related problems are studied, pointing out the existing problems. Accordingly, the improvement measures are put forward. The learners of CPIK Chinese course are Korean primary and middle school teachers. This paper makes a questionnaire survey on them. The results show that they have a unified cultural background. Have a good education, have rich teaching experience, and older, have a wealth of life experience, more interested in Chinese culture and have a deeper understanding, but because of the short time to learn Chinese. Most of the learners are still in the primary stage of Chinese. On this basis, this paper analyzes the cultural teaching of CPIK teachers from the two aspects of cultural factor teaching and cultural knowledge teaching. In this paper, the method of qualitative and quantitative analysis is used to make statistical analysis. Then it is compared with the teaching content of cultural factors as a foreign language. The related teaching content mainly comes from the textbooks and supplements, because the textbooks used are self-compiled Chinese textbooks in Korea. Therefore, the existing textbooks do not attach importance to the compilation of Chinese cultural content, cultural knowledge coverage is narrow, less quantity, relatively lagging; For supplementary cultural knowledge, due to the lack of cultural literacy of Chinese teachers, the content of random chaos, do not form a knowledge system, as far as its teaching methods. At the present stage, the teaching mode and form of CPIK students' cultural factors are copied, and the teaching methods are not targeted. In view of the problems in the above teaching, the teaching contents are also discussed. Based on the current teaching content of cultural factors in Chinese class for teachers and combined with previous relevant research theories, this paper summarizes the "list of Cultural factors Teaching contents of CPIK Teachers' Chinese course (Primary stage)" (. Hereinafter referred to as "list"). The author hopes to provide a reference for the formulation of the syllabus of cultural factors in the primary stage of TCSL. < Table > takes abstract cultural content as the standard and takes the characteristics of learners as the basis. To select the cultural factors teaching content-cultural vocabulary, cultural function items and Chinese background knowledge. In the current academic circle there is no unified cultural factors teaching syllabus. The brief outline of Cultural factors in the Primary stage of Chinese as a Foreign language (abbreviated as "brief outline") was put forward for the first time. Taking objective and abstract culture as the content, Zhu Titi summarized the teaching content of Chinese culture in the primary stage. It involves a wide range of cultures. < list > is different from "outline" in abstract culture. < list > is cultural vocabulary under the guidance of cultural content. Cultural function items and other specific cultural material carrier for the content of cultural elements of the teaching and learning of the clear vocabulary, functional items. In the selection of teaching methods, aimed at the students of Korean adult Chinese teachers this feature. This paper puts forward the teaching ideas and teaching methods of cultural contrast and cultural discussion, and analyses the teaching of cultural knowledge in this paper. This paper demonstrates the necessity of experiential cultural knowledge teaching from two aspects: the goal of cultural teaching and the practical situation of experiential cultural knowledge teaching. In addition, this paper also introduces several forms of Chinese cultural knowledge teaching for Chinese teachers. Finally, the emphasis and difficulties of CPIK teachers' Chinese teaching are focused on culture teaching. And the most important problem that culture teaching needs to solve is the problem of teaching content and teaching method.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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