本文選題：對外漢語教學 + 韓國�。� 參考：《河南師范大學》2017年碩士論文

【摘要】：隨著中國綜合國力的增強,全世界掀起了“漢語熱”。越來越多的外國人選擇來中國學習;在國外,有越來越多的孔子學院、漢語課堂成立。在這樣的大環(huán)境下,我國的對外漢語教學事業(yè)也得到了空前的發(fā)展,對漢語教師的數量和水平也提出了更高層次的要求。在對外漢語教學過程中,無論是教師、教材還是教學方法,都起著至關重要的作用。對外漢語這門學科的發(fā)展時間較短,相關研究還不夠完善。相較于對教材和教學方法的研究來說,對教師的研究更是匱乏。由于教學對象的特殊性,對外漢語教師在教學過程中不僅要面臨著教材、教法上的問題,還面臨因文化差異及沖撞產生的跨文化交際問題。因此,針對教師跨文化交際能力的研究就顯得十分必要和重要。環(huán)境對語言教學有著重要的影響。隨著語言學的發(fā)展,這一觀念越來越得到廣泛認可。對外漢語教學過程中,有諸多環(huán)境因素的影響。其中,文化因素的影響尤為深刻。由于文化差異,對外漢語教師在交際過程中會出現交際失誤甚至失敗。這就需要教師對自身進行調適,從而適應當地的教學制度與教學環(huán)境。本文通過分析韓國與中國文化的異同點,結合韓國的教學現狀,列舉了漢語志愿者教師在跨文化交際過程中易發(fā)生的文化沖突。這些沖突反映了對外漢語教師在跨文化交際中遇到的種種問題。本文以在韓志愿者教師的教學經驗作為第一手資料,總結了對外漢語教師自我調適的經驗和方法,并對日后赴韓教師提出了一些建設性意見和建議。有助于其消除文化障礙,更好地開展對外漢語教學,取得理想的教學成果,成功進行跨文化交際。
[Abstract]:With the increase of China's comprehensive national strength, the whole world has set off a "Chinese craze". More and more foreigners choose to come to China to study. In such an environment, the cause of teaching Chinese as a foreign language in China has also been unprecedented development, the number and level of Chinese teachers also put forward a higher level of requirements. In the process of teaching Chinese as a foreign language, teachers, teaching materials and teaching methods play an important role. The subject of Chinese as a foreign language develops in a short time, and the relevant research is not perfect enough. Compared with the research on teaching materials and teaching methods, the research on teachers is even more scarce. Due to the particularity of the teaching object, the teachers of Chinese as a foreign language have to face not only the problems in teaching materials and teaching methods, but also the cross-cultural communication problems caused by the cultural differences and collisions. Therefore, it is necessary and important to study teachers'intercultural communicative competence. Environment has an important influence on language teaching. With the development of linguistics, this concept is more and more widely accepted. In the process of teaching Chinese as a foreign language, there are many environmental factors. Among them, the influence of cultural factor is especially profound. Due to cultural differences, teachers of Chinese as a foreign language may make mistakes or even fail in the process of communication. This requires teachers to adjust themselves to adapt to the local teaching system and teaching environment. Based on the analysis of the similarities and differences between Korean and Chinese cultures and the current teaching situation in Korea, this paper enumerates the cultural conflicts that Chinese volunteer teachers are prone to in the process of cross-cultural communication. These conflicts reflect the problems encountered by teachers of Chinese as a foreign language in cross-cultural communication. Based on the teaching experience of volunteer teachers in Korea, this paper summarizes the experience and methods of self-adjustment for teachers of Chinese as a foreign language, and puts forward some constructive suggestions and suggestions for teachers going to Korea in the future. It is helpful to eliminate the cultural barriers, better carry out the teaching of Chinese as a foreign language, obtain the ideal teaching results, and successfully carry out cross-cultural communication.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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