本文關(guān)鍵詞：中韓CPIK項(xiàng)目實(shí)施過程中相關(guān)問題探究　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著中韓緊密的合作交流,“漢語熱”在韓國的持續(xù)升溫成為必然。韓國對(duì)漢語教育的需求已經(jīng)從大學(xué)生和社會(huì)從業(yè)人員擴(kuò)展到了中學(xué)、小學(xué)甚至少數(shù)幼兒園。為了提升學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)成果,韓國教育廳決定引入中國籍漢語教師來做“原語民輔助教師”,以“外教”的身份指導(dǎo)學(xué)生的會(huì)話。Chinese Program In Korea項(xiàng)目(簡稱CPIK項(xiàng)目),便在這樣的需求背景下應(yīng)運(yùn)而生。從2012年度的200名志愿者到2017年初的326名,國家漢辦已累計(jì)派遣1600余人次在韓國500多所中小學(xué)開展?jié)h語教學(xué)以及中國文化的傳播工作。CPIK項(xiàng)目在韓國實(shí)施的五年中快速發(fā)展,促進(jìn)了中韓教學(xué)理念的交流,豐富了韓國漢語教學(xué)法,幫助韓國師生學(xué)習(xí)最標(biāo)準(zhǔn)的漢語發(fā)音、最實(shí)用的教學(xué)內(nèi)容,體驗(yàn)真實(shí)自然的語言環(huán)境。志愿者作為中華文化傳播的使者,成為中韓兩國人民溝通的橋梁。筆者作為CPIK項(xiàng)目2016年派出的中方志愿者,在參與該項(xiàng)目的過程中通過親身經(jīng)歷以及對(duì)項(xiàng)目相關(guān)人員的調(diào)查采訪,發(fā)現(xiàn)了一些項(xiàng)目實(shí)施過程中出值得思考的問題。本文運(yùn)用文獻(xiàn)研究法、觀察法、訪談法和案例分析法,針對(duì)中韓管理部門對(duì)志愿者的選拔方法、培訓(xùn)模式以及志愿者實(shí)際赴任后出現(xiàn)的相關(guān)問題進(jìn)行探究。通過結(jié)合自身和前任志愿者經(jīng)驗(yàn),更加深入地發(fā)現(xiàn)該項(xiàng)目在近幾年實(shí)施過程中需要改善的不足之處,并結(jié)合志愿者在韓國的實(shí)際教學(xué)情況和生活情況對(duì)相關(guān)問題提出解決建議。希望筆者對(duì)相關(guān)問題的探究能夠?yàn)橹许n雙方完善CPIK項(xiàng)目提供有益的參考,也希望這些建議有利于后繼志愿者在赴任前更有針對(duì)性地提高自身技能,赴任后更從容地解決工作和生活中的問題。
[Abstract]:Close cooperation with South Korea, "Chinese fever" continues to heat up in South Korea. South Korea has become the inevitable demand of Chinese education from college students and social workers extended to the middle school, primary school and even a few kindergarten. In order to improve the students' interest in learning and learning outcomes, South Korea Department of Education decided to introduce Chinese moreChinese teachers to do "primitive people assist teachers", "teacher" to guide students' identity session.Chinese Program In Korea project (CPIK project), have emerged in this demand background. From 200 volunteers for the year 2012 to 2017 in early 326, Hanban has dispatched more than 1600 people in the rapid development of South Korea more than 500 the Chinese teaching in primary and secondary schools and the dissemination of the.CPIK project China culture in South Korea to implement the five years, China and South Korea to promote teaching exchanges, enrich Han Guohan Language teaching method, teachers and students to help South Korea most standard Chinese pronunciation, the most practical teaching content, to experience the true natural language environment. The volunteers as a messenger to spread Chinese culture, become the people of the two countries. China and Korea bridge communication as a CPIK project in 2016 to send volunteers, through the investigation and interview experience and project related personnel in the process of participating in the project, found out some problems during the implementation of the project. This paper uses the literature research method, observation method, interview method and case analysis method, selection of management department in China and South Korea volunteers, to explore issues related to training mode, there are actual volunteers. Through the combination of its predecessor and volunteer experience, further found deficiencies need to improve the implementation process in recent years in the project, and combined with the volunteer Put forward suggestions to solve problems in the actual teaching and life in Korea. I hope the research on related issues can provide a useful reference for both China and South Korea to improve the CPIK project, also hope that these suggestions are conducive to subsequent volunteers before going to more targeted to improve their skills, there is easier to solve work and life in the problem.

【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】：2017
【分類號(hào)】：G633.3

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