本文選題：對外漢語 + 韓國初中��； 參考：《沈陽師范大學》2017年碩士論文

【摘要】：2016年2月至2017年2月筆者在韓國全羅南道(道約等于中國的省級區(qū)劃)初中學校作為漢語教師志愿者擔任漢語教學工作。全羅南道共有初中學校12所,均有固定教材。本文以韓國初中漢語教材中的文化教學內(nèi)容為基礎(chǔ),結(jié)合筆者在韓國全羅南道和順第一中學的對外漢語教學經(jīng)歷,對韓國初中對外漢語文化教學進行研究,著重探討對外漢語文化教學方面存在的問題及解決途徑。本文共分四部分:緒論部分主要介紹了研究緣起、研究現(xiàn)狀、研究內(nèi)容、研究方法和研究價值。明確對外漢語教學中語言教學和文化教學密不可分,突出文化教學的重要性。第一章主要對韓國初中文化教學的現(xiàn)狀進行考察。了解現(xiàn)行教育大綱對漢語教學的要求以及韓國初中漢語教材中包含的中國文化內(nèi)容,并對其進行分類;考察初中漢語文化課的設(shè)置類型,包括常規(guī)課、課后課、漢語冬/夏令營和文化體驗活動;介紹文化課的三種教學模式:中韓合作教學、漢語教師志愿者獨立教學、韓國教師獨立教學,在此基礎(chǔ)上分析文化課在不同的課型和模式下各自的特點。第二章圍繞韓國初中文化教學中存在的問題進行論述。結(jié)合筆者在韓國的教學經(jīng)歷和調(diào)查問卷,提出在韓國的文化教學中存在學生不配合教師的教學安排、容易混淆中韓兩國文化、漢語教師志愿者文化知識不扎實、韓國教師用陋習吸引學生等問題,并分析造成這些問題的原因是學生沒有理解中國文化內(nèi)涵、教師沒有明確文化教學的意義、忽略學生學習的學習反饋以及教師和學生都沒有重視中國文化知識的學習等。第三章是韓國初中漢語教學中文化教學的建議。根據(jù)第二章文化教學中存在的問題,結(jié)合韓國初中文化課的課型、模式以及漢語教材中的文化內(nèi)容,提出相應(yīng)的教學建議。如教師應(yīng)該了解韓國初中生的心理特點,在此基礎(chǔ)上設(shè)計教學方案、教師的教學方法多元化,避免過于依賴PPT等多媒體教學方法、注意學生的學習效果反饋,檢測學生掌握文化知識的情況以及建立良好的合作教學關(guān)系等。
[Abstract]:From February 2016 to February 2017, the author worked as a volunteer as a Chinese teacher in the junior high school of South Korea's Romanan Province (about the provincial division of China) as a teacher of Chinese. There are 12 junior high schools in all of Ronan Road with regular teaching materials. Based on the cultural teaching contents in Korean junior high school Chinese teaching materials and the experience of the author in teaching Chinese as a foreign language in South Korea, this paper studies the teaching of Korean junior high school Chinese as a foreign language. Focus on the teaching of Chinese culture as a foreign language problems and solutions. This paper is divided into four parts: the introduction mainly introduces the origin of the research, research status, research content, research methods and research value. It is clear that language teaching and culture teaching are inseparable in teaching Chinese as a foreign language and highlight the importance of cultural teaching. The first chapter mainly investigates the current situation of Korean junior high school culture teaching. To understand the requirements of the current syllabus for Chinese teaching and the contents of Chinese culture contained in Korean junior high school Chinese textbooks, and to classify them; and to investigate the types of Chinese culture courses in junior high schools, including regular and after-school classes, Chinese winter / summer camp and cultural experience activities; introduce the three teaching modes of culture course: Sino-Korean cooperative teaching, Chinese teacher volunteer independent teaching, Korean teachers independent teaching, On the basis of this, the characteristics of culture courses in different teaching patterns and models are analyzed. The second chapter discusses the problems in Korean junior high school culture teaching. Based on the author's teaching experience and questionnaire in Korea, the author points out that in Korean culture teaching, students do not cooperate with teachers in teaching, which can easily confuse the culture of China and Korea, and the cultural knowledge of Chinese teachers' volunteers is not solid. Korean teachers attract students with bad habits, and analyze the reasons for these problems are that students do not understand the connotation of Chinese culture, and teachers do not clearly understand the significance of cultural teaching. Ignore the learning feedback of students and teachers and students do not attach importance to the study of Chinese cultural knowledge and so on. The third chapter is the suggestion of culture teaching in Korean junior middle school Chinese teaching. According to the problems existing in the culture teaching in the second chapter, the author puts forward the corresponding teaching suggestions on the basis of the teaching pattern, the model and the cultural contents of the Chinese teaching materials. For example, teachers should understand the psychological characteristics of Korean junior high school students, design teaching plan on this basis, diversify teachers' teaching methods, avoid relying too much on multimedia teaching methods such as PPT, and pay attention to students' learning effect feedback. Check the students' knowledge of culture and establish a good cooperative teaching relationship.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3

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