發(fā)布時(shí)間：2018-05-09 00:34

  本文選題：漢語(yǔ)教學(xué) + 韓國(guó)初中�。� 參考：《沈陽(yáng)師范大學(xué)》2014年碩士論文

【摘要】：協(xié)同教學(xué)模式是近年來(lái)韓國(guó)漢語(yǔ)教學(xué)中出現(xiàn)的一種新型的教學(xué)模式。由一名韓國(guó)本土漢語(yǔ)教師和一名中國(guó)漢語(yǔ)教師共同完成漢語(yǔ)課堂教學(xué)，他們根據(jù)教材分配教學(xué)內(nèi)容、制定教學(xué)計(jì)劃和教學(xué)目標(biāo)。在課堂教學(xué)中，在各自擅長(zhǎng)的領(lǐng)域組織教學(xué)，形成優(yōu)勢(shì)互補(bǔ)，合作完成各個(gè)教學(xué)環(huán)節(jié)。這種教學(xué)模式，為學(xué)習(xí)者提供了真實(shí)的語(yǔ)言環(huán)境和更具多樣性的學(xué)習(xí)環(huán)境，推動(dòng)了韓國(guó)漢語(yǔ)教學(xué)事業(yè)的發(fā)展。但這種教學(xué)模式正處在發(fā)展期，在韓國(guó)漢語(yǔ)課堂教學(xué)中的應(yīng)用并不成熟，還需要繼續(xù)完善和創(chuàng)新。 本文通過(guò)對(duì)韓國(guó)初中協(xié)同漢語(yǔ)教學(xué)現(xiàn)狀的考察，歸納、分析了協(xié)同教學(xué)的三種基本模式，同時(shí)結(jié)合本人在韓國(guó)仁川不老初中的實(shí)際教學(xué)經(jīng)驗(yàn)，提出了韓國(guó)初中理想漢語(yǔ)協(xié)同教學(xué)模式，并針對(duì)這一教學(xué)模式進(jìn)行了教學(xué)設(shè)計(jì)，將其應(yīng)用到漢語(yǔ)課堂教學(xué)中，得到及時(shí)的教學(xué)反饋和反思。 第一章主要概述了本文的選題背景與選題意義，，分別對(duì)協(xié)同教學(xué)模式和韓國(guó)漢語(yǔ)協(xié)同教學(xué)模式的研究現(xiàn)狀進(jìn)行了概述，交代了本文的研究方法和創(chuàng)新之處。 第二章以訪談和課堂跟蹤兩種形式對(duì)韓國(guó)初中漢語(yǔ)協(xié)同教學(xué)模式進(jìn)行考察，分析了輪流主導(dǎo)、一主一副、平行分配三種韓國(guó)初中協(xié)同漢語(yǔ)教學(xué)模式的優(yōu)點(diǎn)與不足，并對(duì)韓國(guó)初中漢語(yǔ)協(xié)同教學(xué)模式進(jìn)行了總體評(píng)價(jià)，提出了韓國(guó)初中理想漢語(yǔ)協(xié)同教學(xué)模式，并對(duì)其基本形式和特點(diǎn)進(jìn)行了概述。 第三章首先分析了教學(xué)設(shè)計(jì)的理論基礎(chǔ)和應(yīng)遵循的原則，然后在韓國(guó)初中理想漢語(yǔ)協(xié)同教學(xué)模式下，以《故宮怎么走？》一課的教學(xué)內(nèi)容為例，對(duì)語(yǔ)音、詞匯、語(yǔ)法、課文、漢字和文化教學(xué)進(jìn)行了分項(xiàng)設(shè)計(jì)，具體闡述了理想漢語(yǔ)協(xié)同教學(xué)模式在各部分中的工作模式。 第四章介紹了在理想漢語(yǔ)協(xié)同教學(xué)模式下的教學(xué)設(shè)計(jì)的實(shí)施情況，并從學(xué)生反饋、教師反饋、教學(xué)效果評(píng)估三個(gè)方面對(duì)教學(xué)設(shè)計(jì)進(jìn)行了評(píng)估與反思，總結(jié)出本教學(xué)設(shè)計(jì)對(duì)韓國(guó)協(xié)同漢語(yǔ)教學(xué)在合作意識(shí)、教師能力、模式完善三個(gè)方面的啟示。
[Abstract]:Cooperative teaching model is a new type of teaching mode in Korean Chinese teaching in recent years. A Chinese native Chinese teacher in Korea and a Chinese Chinese teacher do the Chinese classroom teaching together. They assign teaching contents according to the teaching materials, make teaching plans and teaching goals. In the classroom teaching, they are organized in their respective fields. This teaching mode provides the learners with a real language environment and a more diverse learning environment, which has promoted the development of Chinese teaching in Korea. However, this teaching mode is in the development period, and it is not mature in the Chinese classroom teaching in Korea, and it needs to be followed. Continue to improve and innovate.
Through the investigation of the present situation of cooperative Chinese teaching in Korean junior middle school, this paper analyzes three basic modes of cooperative teaching, and combines with the actual teaching experience of the junior middle school in Inchon, South Korea, and puts forward the ideal Chinese Cooperative Teaching Model of Korean junior middle school, and has carried out the teaching design for this teaching mode and applied it to the Han Dynasty. In classroom teaching, timely teaching feedback and reflection can be obtained.
In the first chapter, the background and significance of this paper are summarized, and the research status of cooperative teaching mode and Korean Chinese cooperative teaching model are summarized respectively, and the research methods and innovation of this paper are given.
The second chapter investigates the cooperative teaching mode of Korean junior middle school Chinese in two forms of interview and classroom tracking, analyzes the advantages and disadvantages of the coordinated Chinese teaching mode of three kinds of Korean junior middle schools, which is dominated by rotation, one principal and one, and parallel distribution, and makes a general evaluation on the cooperative teaching mode of Korean junior middle school Chinese, and puts forward the ideal Han junior middle school. It also summarizes the basic forms and characteristics of language collaborative teaching.
The third chapter first analyzes the theoretical basis and principles to be followed in the teaching design. Then, under the cooperative teaching mode of Korean junior high school ideal Chinese, the teaching content of "how to walk in the Imperial Palace" is taken as an example, and the pronunciation, vocabulary, grammar, text, Chinese character and culture teaching are divided into a sub design, and the ideal Chinese cooperative teaching mode is expounded in detail. The mode of work in each part.
The fourth chapter introduces the implementation of teaching design in the ideal Chinese cooperative teaching mode, and reviews and rethinks the teaching design from the three aspects of student feedback, teacher feedback, and teaching effect evaluation, and summarizes the three aspects of the cooperation awareness, teachers' ability and perfect mode of this teaching design for the cooperative Chinese teaching in Korea. Show.

【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

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