發(fā)布時(shí)間：2018-04-15 20:48

  本文選題：對(duì)韓漢語(yǔ)教學(xué) + 綜合課教學(xué)�。� 參考：《渤海大學(xué)》2015年碩士論文

【摘要】：21世紀(jì)以來(lái),漢語(yǔ)在世界范圍內(nèi)語(yǔ)言影響力逐漸提升。越來(lái)越多的外國(guó)友人不僅對(duì)中華文化產(chǎn)生了濃厚的興趣,還將漢語(yǔ)作為第二語(yǔ)言來(lái)學(xué)習(xí)。隨著各國(guó)各界對(duì)漢語(yǔ)的學(xué)習(xí)熱情日漸高漲,中外語(yǔ)言專家學(xué)者開始將注意力集中于對(duì)外漢語(yǔ)教學(xué)實(shí)踐研究之中。韓國(guó)是中國(guó)的近鄰,兩國(guó)在歷史上有著千絲萬(wàn)縷的聯(lián)系。近年來(lái),越來(lái)越多的韓國(guó)人開始學(xué)習(xí)漢語(yǔ),這就為對(duì)外漢語(yǔ)教學(xué),特別是對(duì)韓漢語(yǔ)教學(xué)工作提出了更高的要求。對(duì)韓漢語(yǔ)綜合課教學(xué)一直都是對(duì)韓漢語(yǔ)教學(xué)界研究的重點(diǎn)、難點(diǎn)和熱點(diǎn)。本研究主要以克拉申輸入假說(shuō)、韓禮德的“系統(tǒng)功能語(yǔ)法”和“語(yǔ)篇功能”在內(nèi)的對(duì)外漢語(yǔ)教育理論為基礎(chǔ)。以教材類型與教學(xué)需求相適應(yīng)、語(yǔ)言運(yùn)用能力為先、語(yǔ)法教學(xué)有效化、漢字教學(xué)規(guī)律化興趣化、學(xué)生為主教師為輔的教學(xué)原則為指導(dǎo)。以韓國(guó)語(yǔ)言文化環(huán)境為教學(xué)背景。以渤海大學(xué)韓國(guó)分院預(yù)科班漢語(yǔ)綜合課教學(xué)為研究對(duì)象。針對(duì)目前對(duì)韓漢語(yǔ)綜合課實(shí)際教學(xué)中存在的忽略詞匯使用規(guī)律、忽略語(yǔ)法教學(xué)深淺度、課文教學(xué)講授方式單一、漢字教學(xué)缺乏系統(tǒng)性、課后練習(xí)題缺乏有效性等問(wèn)題,提出對(duì)韓漢語(yǔ)綜合課課堂教學(xué)策略,并將教學(xué)策略和建議用理論闡述和設(shè)計(jì)教學(xué)實(shí)例的方式表現(xiàn)出來(lái)。
[Abstract]:Since the 21 st century, the influence of Chinese language in the world has gradually increased.More and more foreign friends are not only interested in Chinese culture, but also learn Chinese as a second language.With the increasing enthusiasm for learning Chinese from all over the world, Chinese and foreign language experts and scholars began to focus on the practice of teaching Chinese as a foreign language.South Korea is China's close neighbor, the two countries in the history of inextricably linked.In recent years, more and more Korean people begin to learn Chinese, which puts forward higher requirements for teaching Chinese as a foreign language, especially for Korean Chinese teaching.The teaching of Korean-Chinese comprehensive course has always been the focus, difficulty and hotspot of Korean-Chinese teaching.This study is based on the Krashen input hypothesis, Halliday's systematic functional Grammar and discourse function.It is guided by the teaching principle that the teaching material type is adapted to the teaching demand, the language application ability is the first, the grammar teaching is effective, the Chinese character teaching law is interested, and the students are the main teachers.Take the Korean language and culture environment as the teaching background.Taking the Chinese comprehensive course teaching in the preparatory course of Korea Branch of Bohai University as the research object.In view of the problems existing in the actual teaching of Korean and Chinese comprehensive courses, such as ignoring the rules of vocabulary use, neglecting the depth of grammar teaching, the single teaching method of text teaching, the lack of systematic teaching of Chinese characters, the lack of effectiveness of exercises after class, etc.This paper puts forward the classroom teaching strategies for Korean and Chinese comprehensive courses, and presents the teaching strategies and suggestions in the way of theoretical elaboration and design of teaching examples.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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