【摘要】：隨著中韓兩國經(jīng)濟(jì)、社會、文化交流的日益頻繁,漢語成為溝通信息的重要工具,漢語學(xué)習(xí)在韓國形成了一股持續(xù)的熱潮。筆者有幸在韓國東亞大學(xué)進(jìn)行了一整個學(xué)期的教學(xué)實習(xí),在教學(xué)實踐和與學(xué)生的溝通當(dāng)中,筆者發(fā)現(xiàn),中級漢語閱讀課程存在教學(xué)效率低、學(xué)生信心與動力不足、課堂氣氛沉悶等問題,為了找到癥結(jié)所在,筆者進(jìn)行了學(xué)情調(diào)查,結(jié)果發(fā)現(xiàn),針對韓國漢語學(xué)習(xí)者的中級漢語閱讀教學(xué)仍停留在傳統(tǒng)的“自下而上”模式上,導(dǎo)致語言知識教學(xué)與其他內(nèi)容教學(xué)(篇章結(jié)構(gòu)、閱讀策略、文化背景等)嚴(yán)重失衡,大量的知識講解也使學(xué)生陷于被動,技能訓(xùn)練變成了單純的語言知識灌輸,這不利于學(xué)生閱讀能力的提高,難以達(dá)到應(yīng)有的教學(xué)目的。為了解決這一問題,筆者結(jié)合漢語閱讀教學(xué)的基本理論,總結(jié)前人經(jīng)驗,并跨學(xué)科查閱多方面資料,最終得出結(jié)論,圖式理論應(yīng)該被運用到針對韓國漢語學(xué)習(xí)者的中級漢語閱讀教學(xué)實踐當(dāng)中。圖式在閱讀過程中起到了預(yù)測、監(jiān)控選擇和組織記憶的作用,能有效避免傳統(tǒng)教學(xué)模式的缺陷。為了使研究更具建設(shè)性,筆者結(jié)合圖式理論在其它學(xué)科的運用和漢語閱讀教學(xué)的特點,嘗試為針對韓國漢語學(xué)習(xí)者的中級漢語閱讀教學(xué)提供可行性建議。 本文首先總結(jié)陳述了圖式理論與相關(guān)閱讀理論,其次選擇中級水平的韓國學(xué)生為研究對象,在大量問卷調(diào)查的基礎(chǔ)上,詳細(xì)分析韓國學(xué)生在閱讀學(xué)習(xí)中的主要問題和對漢語閱讀學(xué)習(xí)的需求,然后運用圖式理論,分析闡釋中級閱讀教學(xué)的原則與理念,并據(jù)此提出相應(yīng)的教學(xué)建議,最后,筆者嘗試結(jié)合具體教材示例。
[Abstract]:With the increasingly frequent economic, social and cultural exchanges between China and South Korea, Chinese has become an important tool to communicate information. Chinese learning has formed a continuous upsurge in South Korea. During the teaching practice and communication with the students, the author found that the teaching efficiency of the intermediate Chinese reading course is low, and the students' confidence and motivation are insufficient, and the students' confidence and motivation are not enough in the middle-level Chinese reading course, which has been carried out in East Asia University of Korea for the whole semester. In order to find the crux of the problem, the author makes an investigation on the situation of learning. The results show that the middle-level Chinese reading teaching for Korean Chinese learners is still on the traditional "bottom-up" model. It leads to a serious imbalance between language knowledge teaching and other content teaching (text structure, reading strategy, cultural background, etc.), a large number of knowledge explanations also make students passive, and skills training becomes pure language knowledge instillation. This is not conducive to the improvement of students' reading ability, and it is difficult to achieve the proper teaching purpose. In order to solve this problem, the author combined with the basic theory of Chinese reading teaching, summarized the previous experience, and cross-disciplinary access to a variety of materials, and finally reached a conclusion. Schema theory should be applied to the middle-level Chinese reading teaching for Korean Chinese learners. Schema plays a role of prediction, monitoring selection and organizational memory in the process of reading, which can effectively avoid the defects of the traditional teaching model. In order to make the research more constructive, combining the application of schema theory in other subjects and the characteristics of Chinese reading teaching, the author tries to provide feasible suggestions for the intermediate Chinese reading teaching for Korean Chinese learners. This paper first summarizes and states schema theory and related reading theory. Secondly, Korean students at intermediate level are selected as the object of study, on the basis of a large number of questionnaires. This paper analyzes in detail the main problems of Korean students in reading learning and their needs for Chinese reading learning, and then analyzes and interprets the principles and concepts of intermediate reading teaching by using schema theory, and then puts forward corresponding teaching suggestions. The author tries to combine specific textbook examples.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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