本文選題：對韓漢語教學(xué) + 一對一　； 參考：《沈陽師范大學(xué)》2013年碩士論文

【摘要】：隨著中韓的貿(mào)易和文化往來越來越密切，越來越多的韓國人能夠在中國找到發(fā)展的機(jī)遇，一部分外國人選擇在中國學(xué)習(xí)進(jìn)修、但大部分的外國人都是選擇來中國工作，那么，想要在中國工作、生活必須掌握能夠溝通的工具——漢語，這從某種程度上帶動了國內(nèi)漢語教學(xué)的發(fā)展。大部分留學(xué)生選擇正規(guī)的日校學(xué)習(xí)，很多來華的韓國工作人員選擇在下班之后的業(yè)余培訓(xùn)學(xué)校進(jìn)行漢語學(xué)習(xí)，但是還有一部分人由于工作或者家庭原因無法進(jìn)行日校以及固定時間的課堂學(xué)習(xí)，這些人只能選擇一對一的漢語教學(xué)方式來進(jìn)行學(xué)習(xí)，，因此使得一對一的漢語教學(xué)模式日漸興起。相對于正規(guī)學(xué)校的課堂集中教學(xué)，在漢語培訓(xùn)班中或家庭中的“一對一”教學(xué)在時間空間上更能夠滿足眾多的漢語學(xué)習(xí)者，更容易被他們所接受。因此，對外漢語一對一教學(xué)不得不引起國際以及漢語教學(xué)界的重視。 目前中韓交往關(guān)系日益密切，韓國每年派往中國的職員也在逐年增加，同時也就增大了漢語學(xué)習(xí)的需求，并且不僅僅是公司職員需要學(xué)習(xí)漢語，隨公派而來的家屬也是漢語學(xué)習(xí)的主要群體，這些群體在學(xué)習(xí)漢語的時間和空間方面都有一些特殊性的要求，因此，需要采取一對一教學(xué)。 本文主要分為四章來探討對韓一對一教學(xué)。第一章闡述了筆者研究一對一漢語教學(xué)的目的、意義以及當(dāng)代針對此題目的一些研究現(xiàn)狀，并提出了此專題的研究創(chuàng)新之處：本文在一些研究成果的基礎(chǔ)上通過具體、典型的案例來論述一對一漢語教學(xué)的優(yōu)缺點(diǎn)，進(jìn)而對課程設(shè)置、教學(xué)目標(biāo)等方面進(jìn)行了系統(tǒng)性的總結(jié)歸納；第二章歸納了一對一漢語教學(xué)的特點(diǎn)及教師進(jìn)行教學(xué)的原則，在教學(xué)原則中突出一對一教學(xué)的特殊性；第三章筆者通過在實(shí)習(xí)過程中收集到的案例對一對一教學(xué)的教學(xué)對象、教學(xué)安排以及教學(xué)方法等進(jìn)行了分析，同時在此章中也闡述了一對一漢語教學(xué)課程設(shè)置、教材選擇等方面；第四章筆者通過對以上三章的總結(jié)并根據(jù)在一對一教學(xué)中提煉的教學(xué)經(jīng)驗(yàn)，提出幾點(diǎn)建議，對一對一漢語教學(xué)的研究從很久以前就已經(jīng)開始了，但是針對韓國人的一對一漢語教學(xué)研究只是一個起步，筆者希望通過自己的教學(xué)實(shí)踐研究找出在一對一漢語教學(xué)中會遇到的問題，豐富一對一漢語教學(xué)的研究并為對韓一對一教學(xué)提供借鑒。
[Abstract]:With the closer trade and cultural exchanges between China and South Korea, more and more Koreans are able to find opportunities for development in China. Some foreigners choose to study and study in China, but most foreigners choose to work in China. If you want to work in China, you must master Chinese as a communication tool, which to some extent drives the development of Chinese teaching in China. Most of the overseas students choose regular day schools to study, and many Korean staff who come to China choose to study Chinese at after-work amateur training schools. But there are still some people who are unable to study in the classroom for work or family reasons. These people can only choose the one-to-one Chinese language teaching method to study. As a result, one-to-one Chinese teaching mode is emerging day by day. Compared with the centralized classroom teaching in the regular school, the one-to-one teaching in the Chinese training class or in the family can satisfy many Chinese learners in time and space, and is more easily accepted by them. Therefore, one-to-one teaching of Chinese as a foreign language has to attract international and Chinese teaching attention. At present, the exchanges between China and South Korea are getting closer and closer. The number of Korean staff sent to China every year has also increased. At the same time, the demand for learning Chinese has increased, and it is not only the staff of companies who need to learn Chinese. The family members who come along with the public school are also the main groups of learning Chinese. These groups have some special demands on the time and space of learning Chinese, so we need to adopt one-to-one teaching. This article is divided into four chapters to explore one-to-one teaching to Korea. The first chapter expounds the purpose and significance of the author's research on one-to-one Chinese teaching, as well as the current situation of contemporary research on this topic, and puts forward the innovation of the research on this topic. A typical case to discuss the advantages and disadvantages of one-to-one Chinese teaching, and then to the curriculum, teaching objectives and other aspects of a systematic summary and induction; the second chapter summarizes the characteristics of one-to-one Chinese teaching and the principles of teaching teachers. In the third chapter, the author analyzes the teaching object, teaching arrangement and teaching methods through the cases collected in the course of practice. At the same time, in this chapter, I also expound the course setup of one-to-one Chinese teaching, the choice of teaching materials and so on. Chapter four, by summarizing the above three chapters and according to the teaching experience extracted in one-to-one teaching, the author puts forward several suggestions. The study of one-to-one Chinese teaching has been going on for a long time, but the one-to-one Chinese teaching research for Koreans is only a start. The author hopes to find out the problems in one-to-one Chinese teaching through his own teaching practice, enrich the research of one-to-one Chinese teaching and provide reference for one-to-one teaching in Korea.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 關(guān)秋紅;;淺談教學(xué)手段和教學(xué)方法在對外漢語教學(xué)中的運(yùn)用[J];長春理工大學(xué)學(xué)報(高教版);2009年04期

2 周鳳玲;;論對外漢語課堂教學(xué)中教師的教學(xué)意識和教學(xué)行為[J];黑龍江教育學(xué)院學(xué)報;2008年11期

3 金幼華;淺談對外漢語教學(xué)的“因材施教”[J];杭州教育學(xué)院學(xué)報;2002年02期

4 喬虹皓;;試論教師的教學(xué)監(jiān)控能力[J];教學(xué)與管理;2008年27期

5 羅蘭京子;;對外漢語“一對一教學(xué)”分析[J];洛陽師范學(xué)院學(xué)報;2007年04期

6 劉潤清;決定語言學(xué)習(xí)的幾個因素[J];外語教學(xué)與研究;1990年02期

7 王巧足;;談對外漢語個別教學(xué)[J];文教資料;2005年36期

8 周歡梅;;論對外漢語閱讀課的教學(xué)方法[J];西安社會科學(xué);2010年04期

9 顏婉琳;李柏令;;建構(gòu)主義學(xué)習(xí)理論指導(dǎo)下的漢語個別教學(xué)案例研究[J];現(xiàn)代語文;2006年08期

10 何清強(qiáng);文化差異中的對外漢語教學(xué)[J];語文學(xué)刊;2004年09期

相關(guān)碩士學(xué)位論文 前3條

1 耿志濤;個別化教學(xué)的有效性[D];南京師范大學(xué);2007年

2 魏胤;個性化教學(xué)的涵義及其實(shí)施策略探討[D];華中師范大學(xué);2008年

3 沈偉;我國不同教學(xué)組織形式下教師角色的發(fā)展[D];華東師范大學(xué);2009年

本文編號：1926077