【摘要】：韓國(guó)與中國(guó)一衣帶水，兩千多年以來(lái)，韓國(guó)和中國(guó)在政治、經(jīng)濟(jì)、社會(huì)、文化等方面進(jìn)行了頻繁的、深入的持續(xù)交流。自古以來(lái)，漢語(yǔ)是韓國(guó)熱門(mén)外語(yǔ)之一，漢語(yǔ)在韓國(guó)時(shí)代變遷中，扮演著相當(dāng)?shù)闹匾饔�，也長(zhǎng)期贏得社會(huì)關(guān)注而被教學(xué)和研究。據(jù)目前被認(rèn)可的、有關(guān)韓國(guó)漢語(yǔ)教育的資料，韓國(guó)漢語(yǔ)教育早在統(tǒng)一新羅時(shí)代由韓國(guó)政府主導(dǎo)培育外語(yǔ)，漢語(yǔ)持續(xù)發(fā)展成為韓國(guó)外語(yǔ)教學(xué)的中心。到了近代時(shí)由于政治等客觀(guān)原因兩國(guó)斷過(guò)正式往來(lái)，漢語(yǔ)教學(xué)在韓國(guó)教育大環(huán)境中兩度處于一個(gè)相對(duì)的低谷狀態(tài)。但從1992年中韓建交以來(lái)漢語(yǔ)再次掀起熱潮，再次引領(lǐng)韓國(guó)外語(yǔ)熱。由于社會(huì)對(duì)漢語(yǔ)的求知欲增強(qiáng)，這使業(yè)界對(duì)有成效的漢語(yǔ)教學(xué)頗為關(guān)注，而效率提高等成效的漢語(yǔ)教學(xué)是對(duì)目前的韓國(guó)社會(huì)來(lái)說(shuō)，無(wú)疑是一個(gè)緊迫的需求。 語(yǔ)言是文化的載體，是傳播文化的媒介，語(yǔ)言與文化相輔相成。如此，文化的內(nèi)涵要使用語(yǔ)言來(lái)傳達(dá)、表述，語(yǔ)言與文化之間的關(guān)系是相互交織影響的密不可分的關(guān)系。從20世紀(jì)初起，一些外國(guó)著名語(yǔ)言學(xué)者倡導(dǎo)了文化作為背景知識(shí)的語(yǔ)言教學(xué)，呼吁外語(yǔ)教學(xué)界重視文化背景知識(shí)的外語(yǔ)教學(xué)。這些思想自20世紀(jì)90年代后被韓國(guó)學(xué)者所認(rèn)同和重視，自20世紀(jì)90年代后，并一定程度被應(yīng)用于外語(yǔ)教學(xué)的規(guī)劃和實(shí)踐中。1997年教育規(guī)劃中提出的文化教學(xué)就是一個(gè)例子。為了實(shí)現(xiàn)韓國(guó)漢語(yǔ)學(xué)習(xí)者語(yǔ)言溝通能力的突破，在教授漢語(yǔ)時(shí)，文化因素被有意識(shí)地引入教學(xué)中。那么，目前韓國(guó)漢文化教學(xué)現(xiàn)狀如何呢? 現(xiàn)代漢語(yǔ)教學(xué)范圍涉及群體很多。除了學(xué)校開(kāi)設(shè)的漢語(yǔ)課程漢語(yǔ)培訓(xùn)機(jī)構(gòu)也開(kāi)設(shè)。學(xué)習(xí)漢語(yǔ)的人群也從上班族以及專(zhuān)業(yè)學(xué)生擴(kuò)大到幼兒、小學(xué)、初中學(xué)、高中學(xué)生群等各年齡階段的兒童、少年在校生。鑒于韓國(guó)漢語(yǔ)教育通常在高中教育部門(mén)推行，為了考察規(guī)范漢語(yǔ)教學(xué)中的漢文化教學(xué)，本研究著眼于韓國(guó)高中漢語(yǔ)教育中的漢文化教學(xué)。在高中階段，教材是課堂上的主要工具，課程主要依賴(lài)教材，，并且教材是基于教育過(guò)程而編制的，通過(guò)教材完成在教育過(guò)程中所確立的教學(xué)目標(biāo)。因此，筆者以韓國(guó)現(xiàn)行高中漢語(yǔ)教材為研究對(duì)象，從中考察韓國(guó)高中漢文化教學(xué)，窺探韓國(guó)漢文化教學(xué)現(xiàn)狀。
[Abstract]:Korea and China have a narrow strip of water. For more than two thousand years, Korea and China have had frequent, deep and continuous exchanges in politics, economy, society and culture. Since ancient times, Chinese has been one of the most popular foreign languages in Korea. According to the approved information on Korean Chinese education, Korean Chinese education was cultivated by the Korean government as early as in the Uni-Silla era, and the continuous development of Chinese has become the center of foreign language teaching in Korea. In modern times, due to political and other objective reasons, the two countries broke official exchanges, Chinese teaching in the Korean educational environment twice in a relatively low state. However, since the establishment of diplomatic relations between China and South Korea in 1992, Chinese has once again set off an upsurge, leading Korea's foreign language craze again. Due to the increasing desire for knowledge of Chinese, this makes the industry pay more attention to the effective Chinese teaching, while the effective Chinese teaching, such as improving the efficiency, is undoubtedly an urgent need for the Korean society at present. Language is the carrier of culture and the medium of spreading culture. Language and culture complement each other. Therefore, the connotation of culture should be conveyed by language, and the relationship between language and culture is intertwined and influenced inextricably. Since the beginning of the 20th century, some famous foreign linguists have advocated the teaching of culture as the background knowledge and called on the foreign language teaching circles to attach importance to the foreign language teaching of cultural background knowledge. These ideas have been recognized and valued by Korean scholars since the 1990s, and have been applied to the planning and practice of foreign language teaching to a certain extent since the 1990s. The cultural teaching proposed in the 1997 education plan is an example. In order to achieve a breakthrough in the communication ability of Korean Chinese learners, cultural factors are consciously introduced into the teaching of Chinese. So, what is the current situation of Korean Han culture teaching? The scope of modern Chinese teaching involves many groups. In addition to the Chinese language courses opened in schools, Chinese training institutions are also set up. The number of students learning Chinese has also expanded from office workers and professional students to children, primary, junior middle school, high school students and other children of all ages, young students. In view of the fact that Korean Chinese education is usually carried out in senior high school, in order to investigate and standardize the teaching of Chinese culture in Chinese teaching, this study focuses on the teaching of Chinese culture in Korean high school Chinese education. In the senior middle school stage, the teaching material is the main tool in the classroom, the curriculum mainly depends on the teaching material, and the textbook is based on the educational process, through which the teaching goal established in the course of education is accomplished. Therefore, the author takes the current high school Chinese teaching materials in Korea as the research object, from which to investigate the Korean high school Chinese culture teaching, to explore the Korean Chinese culture teaching situation.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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相關(guān)期刊論文 前2條

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