【摘要】：隨著“漢語(yǔ)熱”在韓國(guó)的持續(xù)加溫,越來(lái)越多的中國(guó)漢語(yǔ)教師來(lái)到韓國(guó)與韓國(guó)漢語(yǔ)教師一起組建中韓漢語(yǔ)協(xié)同教學(xué)團(tuán)隊(duì),實(shí)施漢語(yǔ)協(xié)同教學(xué)。協(xié)同教學(xué)模式在韓國(guó)廣泛的運(yùn)用于第二語(yǔ)言的教學(xué)中,中韓漢語(yǔ)教師協(xié)同教學(xué)模式不僅對(duì)學(xué)生們學(xué)習(xí)漢語(yǔ)起到很大作用,同時(shí)也很大程度上幫助韓國(guó)漢語(yǔ)教師實(shí)施更好的漢語(yǔ)教學(xué)。與此同時(shí),中韓漢語(yǔ)教師協(xié)同教學(xué)也存在很多問(wèn)題,嚴(yán)重影響協(xié)同教學(xué)的優(yōu)勢(shì)發(fā)揮。所以本論文以中韓漢語(yǔ)教師協(xié)同教學(xué)模式存在的問(wèn)題為出發(fā)點(diǎn),結(jié)合本人中韓漢語(yǔ)協(xié)同教學(xué)的實(shí)踐,找出問(wèn)題,分析問(wèn)題產(chǎn)生的原因,并提出合理、有效的解決方法。本論文的構(gòu)成如下： 第一部分首先介紹了韓國(guó)漢語(yǔ)協(xié)同教學(xué)模式,并闡述了中韓漢語(yǔ)教師在中韓漢語(yǔ)協(xié)同教學(xué)模式中的任務(wù)和作用,以此確定中韓漢語(yǔ)協(xié)同教學(xué)模式的實(shí)效性和合理性。 第二部分揭示了中韓漢語(yǔ)協(xié)同教學(xué)模式存在的問(wèn)題：中韓漢語(yǔ)教師協(xié)同團(tuán)隊(duì)組建的隨機(jī)性；中韓協(xié)同教學(xué)教師間缺乏穩(wěn)定、持續(xù)的溝通和反饋；中韓漢語(yǔ)協(xié)同教學(xué)中缺乏對(duì)協(xié)同效應(yīng)“控制參量”的關(guān)注；中韓漢語(yǔ)教師存在的問(wèn)題。并對(duì)導(dǎo)致這些問(wèn)題的原因,做了詳細(xì)的分析、說(shuō)明。 第三部分針對(duì)這些問(wèn)題提出合理、有效的解決方法：保持溝通、學(xué)習(xí)和反饋,建立相互支持的協(xié)同團(tuán)隊(duì)；中韓漢語(yǔ)教學(xué)要以學(xué)生為中心,實(shí)施適合學(xué)生的漢語(yǔ)教學(xué)；中韓漢語(yǔ)協(xié)同教學(xué)要注意加強(qiáng)中韓漢語(yǔ)教師協(xié)同教學(xué)素質(zhì)的培養(yǎng)。
[Abstract]:With the continuous warming of the "Chinese language fever" in South Korea, more and more Chinese teachers come to Korea to set up a cooperative teaching team with Korean Chinese teachers to implement the cooperative teaching of Chinese. The cooperative teaching model is widely used in the second language teaching in South Korea. The cooperative teaching mode of Chinese teachers in China and Korea not only plays a great role in learning Chinese for students. At the same time, to a large extent to help Korean Chinese teachers to implement better Chinese teaching. At the same time, there are many problems in the cooperative teaching of Chinese teachers in China and Korea, which seriously affect the advantages of collaborative teaching. Therefore, this paper takes the problems of Chinese teachers' cooperative teaching mode in China and Korea as the starting point, combining with the practice of Chinese-Korean Chinese collaborative teaching, finds out the problems, analyzes the causes of the problems, and puts forward reasonable and effective solutions. The composition of this thesis is as follows: the first part introduces the cooperative teaching mode of Korean Chinese, and expounds the task and role of Chinese teachers in the cooperative teaching mode of Chinese and Korean. In order to determine the effectiveness and rationality of Chinese and Korean cooperative teaching model. The second part reveals the problems existing in the cooperative teaching model of Chinese and Korean: the randomness of the cooperative teaching team between Chinese and Korean teachers, the lack of stable, continuous communication and feedback between Chinese and Korean teachers; There is a lack of attention to the "control parameter" of synergetic effect in Chinese cooperative teaching between China and Korea, and the problems of Chinese teachers in China and Korea. The causes of these problems are analyzed and explained in detail. The third part puts forward reasonable and effective solutions to these problems: maintaining communication, learning and feedback, setting up mutually supportive cooperative teams, taking students as the center of Chinese teaching in China and Korea, implementing Chinese teaching suitable for students; We should pay attention to the cultivation of Chinese teachers' cooperative teaching quality in China and Korea.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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