本文選題：對(duì)外漢語(yǔ)教學(xué) + 韓國(guó)��； 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：隨著中國(guó)綜合國(guó)力的增強(qiáng),全世界掀起了“漢語(yǔ)熱”。越來(lái)越多的外國(guó)人選擇來(lái)中國(guó)學(xué)習(xí);在國(guó)外,有越來(lái)越多的孔子學(xué)院、漢語(yǔ)課堂成立。在這樣的大環(huán)境下,我國(guó)的對(duì)外漢語(yǔ)教學(xué)事業(yè)也得到了空前的發(fā)展,對(duì)漢語(yǔ)教師的數(shù)量和水平也提出了更高層次的要求。在對(duì)外漢語(yǔ)教學(xué)過(guò)程中,無(wú)論是教師、教材還是教學(xué)方法,都起著至關(guān)重要的作用。對(duì)外漢語(yǔ)這門(mén)學(xué)科的發(fā)展時(shí)間較短,相關(guān)研究還不夠完善。相較于對(duì)教材和教學(xué)方法的研究來(lái)說(shuō),對(duì)教師的研究更是匱乏。由于教學(xué)對(duì)象的特殊性,對(duì)外漢語(yǔ)教師在教學(xué)過(guò)程中不僅要面臨著教材、教法上的問(wèn)題,還面臨因文化差異及沖撞產(chǎn)生的跨文化交際問(wèn)題。因此,針對(duì)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(duì)語(yǔ)言教學(xué)有著重要的影響。隨著語(yǔ)言學(xué)的發(fā)展,這一觀念越來(lái)越得到廣泛認(rèn)可。對(duì)外漢語(yǔ)教學(xué)過(guò)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(duì)外漢語(yǔ)教師在交際過(guò)程中會(huì)出現(xiàn)交際失誤甚至失敗。這就需要教師對(duì)自身進(jìn)行調(diào)適,從而適應(yīng)當(dāng)?shù)氐慕虒W(xué)制度與教學(xué)環(huán)境。本文通過(guò)分析韓國(guó)與中國(guó)文化的異同點(diǎn),結(jié)合韓國(guó)的教學(xué)現(xiàn)狀,列舉了漢語(yǔ)志愿者教師在跨文化交際過(guò)程中易發(fā)生的文化沖突。這些沖突反映了對(duì)外漢語(yǔ)教師在跨文化交際中遇到的種種問(wèn)題。本文以在韓志愿者教師的教學(xué)經(jīng)驗(yàn)作為第一手資料,總結(jié)了對(duì)外漢語(yǔ)教師自我調(diào)適的經(jīng)驗(yàn)和方法,并對(duì)日后赴韓教師提出了一些建設(shè)性意見(jiàn)和建議。有助于其消除文化障礙,更好地開(kāi)展對(duì)外漢語(yǔ)教學(xué),取得理想的教學(xué)成果,成功進(jìn)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(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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