韩国小学汉语课后课之课堂管理研究

发布时间：2018-02-27 14:47

本文关键词： 韩国小学汉语课后课课堂管理　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：目前,对能从事国际汉语教育的师资需求仍然很大,对国际汉语教师的教学素养要求也越来越高,而课堂管理能力便是教师必备素养之一。汉语教师志愿者项目每年会向世界有需求国家提供汉语师资,CPIK(Chinese Program in Korea)就是其中较为典型的一个。受语言和文化差异的影响,很多志愿者反映课堂管理难,尤其是小学的课后课。特定环境下的汉语课堂管理研究是汉语国际教育事业不可或缺的部分,而目前,韩国汉语课堂管理的相关研究还不够成熟,尤其是关于韩国小学课后课的课堂管理研究十分有限。本文以韩国小学汉语课后课的课堂管理为切入点,主体部分共分为四章:第一章,分析笔者在韩国任教期间的课堂管理案例,从教师、学生、环境与规则四个角度,总结出为管理好课堂,教师最应该具备四大教学素养,教师应该让学生听从指挥,教师应该关注教学环境,教师应该进行纪律管理。第二章,分析面向韩国小学汉语课后课学生和面向韩国小学汉语教师的问卷调查,归纳出韩国小学汉语课堂管理的相关问题和现象;分析面向既教汉语正课又教汉语课后课的教师的访谈,归纳出小学汉语课后课与正课相比的特别之处。第三章,归纳总结韩国小学汉语课后课存在的课堂管理问题:(1)教师和学生之间语言交流不畅,(2)开展活动时段的课堂管理最难,(3)同一条规则的实施效果时好时坏,(4)学生流动性大,混班上课,(5)学生更听同学、班干部和“前辈”的话。并从教师、环境、学生三个方面分析了问题存在的原因。第四章,总结出课堂管理的策略:(1)提高教师的国际汉语教学素养,(2)提高教师的双文化素养,(3)建立良好的师生关系(4)加强对汉语课后课的重视。
[Abstract]:At present, the demand for teachers who can engage in international Chinese education is still very large, and the requirements for international Chinese teachers' teaching literacy are becoming increasingly high. Classroom management ability is one of the essential qualities of teachers. The Chinese teacher Volunteer Program provides Chinese Program teachers to countries in need of the world each year, which is one of the more typical of them. It is influenced by language and cultural differences. Many volunteers report that classroom management is difficult, especially in primary schools. The research on Chinese classroom management is an indispensable part of Chinese international education under specific circumstances, but at present, the relevant research on Chinese classroom management in Korea is not mature enough. In particular, the research on classroom management in Korean primary schools is very limited. This paper takes the classroom management of Korean primary school Chinese as the breakthrough point, the main part is divided into four chapters: chapter one, By analyzing the case of classroom management during the period of teaching in Korea, the author concludes that in order to manage the classroom well, teachers should have four teaching qualities, and teachers should let students follow the command. Teachers should pay attention to the teaching environment and teachers should carry out discipline management. Chapter two analyzes the questionnaire survey for Korean primary school Chinese after-class students and Korean primary school Chinese teachers. This paper summarizes the related problems and phenomena of Chinese classroom management in primary schools in Korea, analyzes the interviews of teachers who teach both positive and after-class Chinese classes, and concludes the special features of after-class and after-class Chinese classes in primary schools. Chapter three, Summing up and summarizing the classroom Management problems existing in Chinese after-class classes in primary schools in Korea (1) language communication between teachers and students is difficult (2) classroom management in active periods is the most difficult (3) the implementation effect of the same rule is good and bad (4) students are highly mobile. The students listen more to the words of their classmates, class cadres and "elders". The reasons for the problems are analyzed from three aspects: teachers, environment and students. Chapter 4th, Summing up the strategy of classroom management: 1) improving teachers' international Chinese teaching literacy / (2) improving teachers' bicultural literacy / (3) establishing a good teacher-student relationship. (4) strengthening the importance of Chinese after-class classes.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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