韩国CPIK教师汉语课汉语文化教学研究

发布时间：2018-01-18 04:30

本文关键词：韩国CPIK教师汉语课汉语文化教学研究　出处：《河北大学》2017年硕士论文　论文类型：学位论文

【摘要】：本文结合笔者在韩国的实际教学经验,以学生特点为基础对韩国Chinese Program In Korea(汉语项目在韩国,简称“CPIK”)项目中教师汉语课文化教学相关问题进行研究,指出存在的问题,并相应地提出了改进措施。CPIK教师汉语课的学习者是韩国中小学教师,本文对他们进行了问卷调查。调查结果显示,他们文化背景统一,受过良好的教育,有着丰富的教学经验,且年龄偏大,有着丰富的人生阅历,对汉语文化比较感兴趣并且了解较深,但是由于学习汉语的时间较短,大多数学习者仍处于汉语初级阶段。在此基础上,本文从文化因素教学和文化知识教学两方面对CPIK教师汉语课的文化教学进行分析。关于文化因素教学,本文运用定性与定量相结合的分析方法,对其进行了统计分析,之后又将其与对外汉语文化因素教学的内容进行了比较。相关教学内容主要来自于教材和补充这两方面,由于所使用教材是韩国本土自编的汉语教材,其中融合了韩国人语言教材编写的理念,因此现有教材不重视汉语文化内容的编写,文化知识涵盖面窄、量少、相对滞后;对于补充文化知识来说,由于汉语教师文化素养不够,内容选取随意混乱,不成知识体系。就其教学方式来说,现阶段该课程照搬CPIK学生课文化因素教学的模式和形式,教学方式不具有针对性。针对上述教学存在的问题,在教学内容方面,本文以目前教师汉语课文化因素教学内容为基础并结合前人相关的研究理论总结了《CPIK教师汉语课(初级阶段)文化因素教学内容列表》(以下简称“列表”),希望能为对外汉语初级阶段文化因素教学大纲的制定提供参考。《列表》以抽象文化内容为标准,以学习者特点为基础,来选取文化因素教学内容——文化词汇、文化功能项及中华背景知识。在目前学界没有统一文化因素教学大纲的情况下,朱缇缇《对外汉语初级阶段文化因素简纲》(简称“简纲”)的提出属首次,《简纲》以客观抽象的文化为内容,对初级阶段的汉语文化教学内容进行了总结,其涉及的文化面较为广泛。《列表》与《简纲》以抽象文化为内容不同的是,《列表》在文化内容的指导下以文化词汇、文化功能项等具体文化物质载体为内容,将文化因素内容的教与学明确到了词汇、功能项上。在教学方式的选取方面,针对学生韩国成人汉语教师这一特点,本文提出了文化对比及文化讨论的教学思路、教学方式。本文关于文化知识教学的分析,主要集中在体验型文化知识教学的必要性探讨上。本文从对外汉语文化教学目标和体验型文化知识教学的实践状况两方面论证了体验型文化知识教学的必要性;除此之外,本文也介绍了教师汉语课体验型汉语文化知识教学的几种形式。最后,CPIK教师汉语课教学的重点和难点集中在文化教学上面,并且文化教学需要解决的首要问题就是教学内容和教学方法存在的问题。
[Abstract]:Combined with the author's practical teaching experience in South Korea, this paper analyzes the Chinese Program in Korea based on the characteristics of students. In short, "CPIK") project, teachers of Chinese text teaching related problems are studied, pointing out the existing problems. Accordingly, the improvement measures are put forward. The learners of CPIK Chinese course are Korean primary and middle school teachers. This paper makes a questionnaire survey on them. The results show that they have a unified cultural background. Have a good education, have rich teaching experience, and older, have a wealth of life experience, more interested in Chinese culture and have a deeper understanding, but because of the short time to learn Chinese. Most of the learners are still in the primary stage of Chinese. On this basis, this paper analyzes the cultural teaching of CPIK teachers from the two aspects of cultural factor teaching and cultural knowledge teaching. In this paper, the method of qualitative and quantitative analysis is used to make statistical analysis. Then it is compared with the teaching content of cultural factors as a foreign language. The related teaching content mainly comes from the textbooks and supplements, because the textbooks used are self-compiled Chinese textbooks in Korea. Therefore, the existing textbooks do not attach importance to the compilation of Chinese cultural content, cultural knowledge coverage is narrow, less quantity, relatively lagging; For supplementary cultural knowledge, due to the lack of cultural literacy of Chinese teachers, the content of random chaos, do not form a knowledge system, as far as its teaching methods. At the present stage, the teaching mode and form of CPIK students' cultural factors are copied, and the teaching methods are not targeted. In view of the problems in the above teaching, the teaching contents are also discussed. Based on the current teaching content of cultural factors in Chinese class for teachers and combined with previous relevant research theories, this paper summarizes the "list of Cultural factors Teaching contents of CPIK Teachers' Chinese course (Primary stage)" (. Hereinafter referred to as "list"). The author hopes to provide a reference for the formulation of the syllabus of cultural factors in the primary stage of TCSL. < Table > takes abstract cultural content as the standard and takes the characteristics of learners as the basis. To select the cultural factors teaching content-cultural vocabulary, cultural function items and Chinese background knowledge. In the current academic circle there is no unified cultural factors teaching syllabus. The brief outline of Cultural factors in the Primary stage of Chinese as a Foreign language (abbreviated as "brief outline") was put forward for the first time. Taking objective and abstract culture as the content, Zhu Titi summarized the teaching content of Chinese culture in the primary stage. It involves a wide range of cultures. < list > is different from "outline" in abstract culture. < list > is cultural vocabulary under the guidance of cultural content. Cultural function items and other specific cultural material carrier for the content of cultural elements of the teaching and learning of the clear vocabulary, functional items. In the selection of teaching methods, aimed at the students of Korean adult Chinese teachers this feature. This paper puts forward the teaching ideas and teaching methods of cultural contrast and cultural discussion, and analyses the teaching of cultural knowledge in this paper. This paper demonstrates the necessity of experiential cultural knowledge teaching from two aspects: the goal of cultural teaching and the practical situation of experiential cultural knowledge teaching. In addition, this paper also introduces several forms of Chinese cultural knowledge teaching for Chinese teachers. Finally, the emphasis and difficulties of CPIK teachers' Chinese teaching are focused on culture teaching. And the most important problem that culture teaching needs to solve is the problem of teaching content and teaching method.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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