【摘要】："漢語(yǔ)熱"引發(fā)了漢語(yǔ)愛好者對(duì)中國(guó)文化的關(guān)注,孔子學(xué)院文化教學(xué)也隨之在海外如火如荼地展開,并且廣受歡迎。除了傳統(tǒng)的文化知識(shí)之外,近年來的一些文化教學(xué)也開始逐漸將目光投到學(xué)生的自我體驗(yàn)上,開始注重一些技能的學(xué)習(xí),這些個(gè)體的經(jīng)驗(yàn)、直覺、技能正是英國(guó)哲學(xué)家波蘭尼所提出的"默會(huì)知識(shí)"的構(gòu)成要素,它們往往隱藏在人的行為背后,容易被忽略。但是,一旦被有意識(shí)地發(fā)掘,加以有效利用,將會(huì)在人的認(rèn)知過程及明確知識(shí)的學(xué)習(xí)過程中產(chǎn)生重大的意義。這一理論引起學(xué)界關(guān)注,各領(lǐng)域?qū)W者專家從不同角度研究其思想內(nèi)涵,隨著研究的不斷深入,其教育意蘊(yùn)被發(fā)覺,并在越來越多的學(xué)科領(lǐng)域展開了理論和實(shí)踐的探索。本文嘗試從波蘭尼的默會(huì)視角切入,對(duì)韓國(guó)東西大學(xué)孔子學(xué)院文化教學(xué)進(jìn)行研究。首先,從師生原有默會(huì)知識(shí)在文化教學(xué)和學(xué)習(xí)過程中對(duì)教學(xué)理論的實(shí)施、知識(shí)內(nèi)化的作用及默會(huì)原理的教育價(jià)值等方面論證了在孔子學(xué)院文化教學(xué)中運(yùn)用默會(huì)原理有其必要性;其次,默會(huì)知識(shí)的"兩種意識(shí)"、"三項(xiàng)組合"及其from-to的動(dòng)態(tài)認(rèn)知過程與孔子學(xué)院文化教學(xué)目標(biāo)相一致,在情景性、文化性、層次性上與孔子學(xué)院文化教學(xué)有諸多相似共通之處,使得將默會(huì)知識(shí)運(yùn)用于孔子學(xué)院文化教學(xué)有其可能性;在此基礎(chǔ)之上,進(jìn)一步運(yùn)用調(diào)查法、訪談法等對(duì)韓國(guó)東西大學(xué)孔子學(xué)院文化教學(xué)展開具體深入的研究,并深入分析其文化教學(xué)中默會(huì)原理的實(shí)際運(yùn)用情況。最后,在前期的調(diào)查研究之上,重新審視現(xiàn)行的孔子學(xué)院文化教學(xué),就其存在的不足和默會(huì)原理在孔子學(xué)院文化教學(xué)中的應(yīng)用及其顯性化的途徑等問題提出建議,以期為孔子學(xué)院文化教學(xué)的發(fā)展帶來參考和借鑒。韓國(guó)東西大學(xué)孔子學(xué)院文化教學(xué)經(jīng)過近十年的積累,課程體系逐漸完善,形成了自己的特色,有其自身發(fā)展優(yōu)勢(shì),但在師生默會(huì)知識(shí)利用率的提升、文化教學(xué)層級(jí)的構(gòu)建等方面仍存在較大的完善空間。基于此,本文主要解決以下幾個(gè)問題:如何最大程度發(fā)揮默會(huì)知識(shí)對(duì)師生文化學(xué)習(xí)的影響、將默會(huì)知識(shí)在文化教學(xué)中顯性化應(yīng)該采取哪些行之有效的策略。本文認(rèn)為,應(yīng)當(dāng)立足于孔子學(xué)院文化教學(xué)發(fā)展,以增強(qiáng)文化學(xué)習(xí)效果為目標(biāo),在文化教學(xué)過程中結(jié)合默會(huì)原理,從孔子學(xué)院加強(qiáng)自身建設(shè)提供默會(huì)知識(shí)顯性化的有力支撐、教師反思借鑒更新共享默會(huì)知識(shí)、學(xué)生體驗(yàn)喚醒默會(huì)知識(shí)等幾個(gè)方面進(jìn)行文化教學(xué)的優(yōu)化。
[Abstract]:"Chinese craze" has aroused Chinese lovers' attention to Chinese culture, and Confucius Institute culture teaching has been carried out in full swing overseas and widely welcomed. In addition to traditional cultural knowledge, in recent years, some cultural teaching has gradually begun to focus on students' self-experience, began to pay attention to the study of some skills, these individual experience, intuition, Skills are the elements of tacit knowledge put forward by the British philosopher Polanyi. They are often hidden behind human behavior and are easily ignored. However, once it has been consciously explored and effectively utilized, it will have great significance in the process of cognition and the learning of clear knowledge. This theory has aroused the attention of the academic circles. Scholars and experts in various fields have studied its ideological connotation from different angles. With the deepening of the research, its educational implication has been discovered, and it has been explored in more and more academic fields of theory and practice. This paper attempts to study the cultural teaching of Confucius Institutes in Korea East-West University from Polanyi's perspective of tacit meeting. First of all, this paper demonstrates the necessity of applying tacit knowledge in the cultural teaching of Confucius Institute from the aspects of the implementation of teaching theory in the process of culture teaching and learning, the function of knowledge internalization and the educational value of tacit principle. Secondly, the "two kinds of consciousness", "three combinations" of tacit knowledge and its dynamic cognitive process of from-to are consistent with the objectives of cultural teaching in Confucius Institutes, and have many similarities with the cultural teaching of Confucius Institutes in situational, cultural and hierarchical aspects. It makes it possible to apply tacit knowledge to the cultural teaching of Confucius Institutes. On this basis, further research is carried out on the cultural teaching of Confucius Institutes in East and West Korean Universities by means of investigation and interview. It also analyzes the practical application of tacit principle in culture teaching. Finally, on the basis of the previous investigation and research, this paper re-examines the current cultural teaching of Confucius Institutes, and puts forward some suggestions on its deficiency, the application of tacit principle in the cultural teaching of Confucius Institutes and the ways of its dominance. In order to bring reference and reference for the development of Confucius Institute culture teaching. After nearly ten years of accumulation of cultural teaching in Confucius Institutes of Korea East and West University, the curriculum system has gradually improved, forming its own characteristics, and has its own development advantages, but in the teachers and students tacit meeting knowledge utilization rate has been improved. There is still much room for improvement in the construction of cultural teaching levels. Based on this, this paper mainly solves the following problems: how to maximize the impact of tacit knowledge on the cultural learning of teachers and students, and what effective strategies should be taken to make tacit knowledge dominant in cultural teaching. In this paper, we should base ourselves on the development of cultural teaching in Confucius Institutes, aim at enhancing the effect of cultural learning, combine the principle of tacit meeting in the process of cultural teaching, and provide strong support for the dominance of tacit knowledge from strengthening the construction of Confucius Institutes. Teachers reflect on the optimization of cultural teaching in several aspects, such as updating shared tacit knowledge and students' experience awakening tacit knowledge.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳文彪;周奕s，

本文編號(hào)：2243844