韩国高中汉语教材汉文化内容现状调查研究
发布时间：2018-08-14 19:16
【摘要】：韩国与中国一衣带水，两千多年以来，韩国和中国在政治、经济、社会、文化等方面进行了频繁的、深入的持续交流。自古以来，汉语是韩国热门外语之一，汉语在韩国时代变迁中，扮演着相当的重要作用，也长期赢得社会关注而被教学和研究。据目前被认可的、有关韩国汉语教育的资料，韩国汉语教育早在统一新罗时代由韩国政府主导培育外语，汉语持续发展成为韩国外语教学的中心。到了近代时由于政治等客观原因两国断过正式往来，汉语教学在韩国教育大环境中两度处于一个相对的低谷状态。但从1992年中韩建交以来汉语再次掀起热潮，再次引领韩国外语热。由于社会对汉语的求知欲增强，这使业界对有成效的汉语教学颇为关注，而效率提高等成效的汉语教学是对目前的韩国社会来说，无疑是一个紧迫的需求。 语言是文化的载体，是传播文化的媒介，语言与文化相辅相成。如此，文化的内涵要使用语言来传达、表述，语言与文化之间的关系是相互交织影响的密不可分的关系。从20世纪初起，一些外国著名语言学者倡导了文化作为背景知识的语言教学，呼吁外语教学界重视文化背景知识的外语教学。这些思想自20世纪90年代后被韩国学者所认同和重视，自20世纪90年代后，并一定程度被应用于外语教学的规划和实践中。1997年教育规划中提出的文化教学就是一个例子。为了实现韩国汉语学习者语言沟通能力的突破，在教授汉语时，文化因素被有意识地引入教学中。那么，目前韩国汉文化教学现状如何呢? 现代汉语教学范围涉及群体很多。除了学校开设的汉语课程汉语培训机构也开设。学习汉语的人群也从上班族以及专业学生扩大到幼儿、小学、初中学、高中学生群等各年龄阶段的儿童、少年在校生。鉴于韩国汉语教育通常在高中教育部门推行，为了考察规范汉语教学中的汉文化教学，本研究着眼于韩国高中汉语教育中的汉文化教学。在高中阶段，教材是课堂上的主要工具，课程主要依赖教材，，并且教材是基于教育过程而编制的，通过教材完成在教育过程中所确立的教学目标。因此，笔者以韩国现行高中汉语教材为研究对象，从中考察韩国高中汉文化教学，窥探韩国汉文化教学现状。
[Abstract]:Korea and China have a narrow strip of water. For more than two thousand years, Korea and China have had frequent, deep and continuous exchanges in politics, economy, society and culture. Since ancient times, Chinese has been one of the most popular foreign languages in Korea. According to the approved information on Korean Chinese education, Korean Chinese education was cultivated by the Korean government as early as in the Uni-Silla era, and the continuous development of Chinese has become the center of foreign language teaching in Korea. In modern times, due to political and other objective reasons, the two countries broke official exchanges, Chinese teaching in the Korean educational environment twice in a relatively low state. However, since the establishment of diplomatic relations between China and South Korea in 1992, Chinese has once again set off an upsurge, leading Korea's foreign language craze again. Due to the increasing desire for knowledge of Chinese, this makes the industry pay more attention to the effective Chinese teaching, while the effective Chinese teaching, such as improving the efficiency, is undoubtedly an urgent need for the Korean society at present. Language is the carrier of culture and the medium of spreading culture. Language and culture complement each other. Therefore, the connotation of culture should be conveyed by language, and the relationship between language and culture is intertwined and influenced inextricably. Since the beginning of the 20th century, some famous foreign linguists have advocated the teaching of culture as the background knowledge and called on the foreign language teaching circles to attach importance to the foreign language teaching of cultural background knowledge. These ideas have been recognized and valued by Korean scholars since the 1990s, and have been applied to the planning and practice of foreign language teaching to a certain extent since the 1990s. The cultural teaching proposed in the 1997 education plan is an example. In order to achieve a breakthrough in the communication ability of Korean Chinese learners, cultural factors are consciously introduced into the teaching of Chinese. So, what is the current situation of Korean Han culture teaching? The scope of modern Chinese teaching involves many groups. In addition to the Chinese language courses opened in schools, Chinese training institutions are also set up. The number of students learning Chinese has also expanded from office workers and professional students to children, primary, junior middle school, high school students and other children of all ages, young students. In view of the fact that Korean Chinese education is usually carried out in senior high school, in order to investigate and standardize the teaching of Chinese culture in Chinese teaching, this study focuses on the teaching of Chinese culture in Korean high school Chinese education. In the senior middle school stage, the teaching material is the main tool in the classroom, the curriculum mainly depends on the teaching material, and the textbook is based on the educational process, through which the teaching goal established in the course of education is accomplished. Therefore, the author takes the current high school Chinese teaching materials in Korea as the research object, from which to investigate the Korean high school Chinese culture teaching, to explore the Korean Chinese culture teaching situation.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2183856
[Abstract]:Korea and China have a narrow strip of water. For more than two thousand years, Korea and China have had frequent, deep and continuous exchanges in politics, economy, society and culture. Since ancient times, Chinese has been one of the most popular foreign languages in Korea. According to the approved information on Korean Chinese education, Korean Chinese education was cultivated by the Korean government as early as in the Uni-Silla era, and the continuous development of Chinese has become the center of foreign language teaching in Korea. In modern times, due to political and other objective reasons, the two countries broke official exchanges, Chinese teaching in the Korean educational environment twice in a relatively low state. However, since the establishment of diplomatic relations between China and South Korea in 1992, Chinese has once again set off an upsurge, leading Korea's foreign language craze again. Due to the increasing desire for knowledge of Chinese, this makes the industry pay more attention to the effective Chinese teaching, while the effective Chinese teaching, such as improving the efficiency, is undoubtedly an urgent need for the Korean society at present. Language is the carrier of culture and the medium of spreading culture. Language and culture complement each other. Therefore, the connotation of culture should be conveyed by language, and the relationship between language and culture is intertwined and influenced inextricably. Since the beginning of the 20th century, some famous foreign linguists have advocated the teaching of culture as the background knowledge and called on the foreign language teaching circles to attach importance to the foreign language teaching of cultural background knowledge. These ideas have been recognized and valued by Korean scholars since the 1990s, and have been applied to the planning and practice of foreign language teaching to a certain extent since the 1990s. The cultural teaching proposed in the 1997 education plan is an example. In order to achieve a breakthrough in the communication ability of Korean Chinese learners, cultural factors are consciously introduced into the teaching of Chinese. So, what is the current situation of Korean Han culture teaching? The scope of modern Chinese teaching involves many groups. In addition to the Chinese language courses opened in schools, Chinese training institutions are also set up. The number of students learning Chinese has also expanded from office workers and professional students to children, primary, junior middle school, high school students and other children of all ages, young students. In view of the fact that Korean Chinese education is usually carried out in senior high school, in order to investigate and standardize the teaching of Chinese culture in Chinese teaching, this study focuses on the teaching of Chinese culture in Korean high school Chinese education. In the senior middle school stage, the teaching material is the main tool in the classroom, the curriculum mainly depends on the teaching material, and the textbook is based on the educational process, through which the teaching goal established in the course of education is accomplished. Therefore, the author takes the current high school Chinese teaching materials in Korea as the research object, from which to investigate the Korean high school Chinese culture teaching, to explore the Korean Chinese culture teaching situation.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
【参考文献】
相关期刊论文 前2条
1 胡建军;中高级口语课程的文化教学研究[J];云南师范大学学报;2003年04期
2 赵贤洲;文化差异与文化导入论略[J];语言教学与研究;1989年01期
本文编号：2183856
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