韩国中学“双人双语”环境下的汉语学习设计研究

发布时间：2018-11-05 20:29

【摘要】：自2012年中国国家汉办暨孔子学院总部与韩国教育部国立国际教育院共同签订“中韩教师交流合作协议”并开展CPIK汉语教学项目以来,截至2016年3月,CPIK项目在四年时间里累计向韩国中小学输送了汉语志愿者教师合计1293人。笔者有幸参加了由国家汉办举办的2014-2015年度赴韩中小学汉语教师志愿者项目,于2014年2月至2015年1月在韩国忠清南道大川高中担任一年的汉语志愿者CPIK教师。故本文将以韩国忠清南道大川高中的初级汉语教学实况为例,在上世纪八十年代兴起的建构主义学习理论基础上,思考、分析与探讨中国汉语志愿者教师与韩国搭档老师如何利用各自的优势,在“双人双语”的学习环境下开展有效的合作教学,对韩国中学生的汉语学习进行建构主义学习设计,以期对CPIK教师以及韩国高中的汉语教学提供一定的借鉴,进一步促进汉语国际教育事业的推广。第一章介绍了笔者的选题缘由、选题意义和研究内容、研究对象以及研究方法,并总结归纳了建构主义与对外汉语教学研究和实践的相关文献,同时对“双人双语”合作教学形式在对外汉语领域的展开情况进行了梳理和总结。第二章对韩国中学的“双人双语”汉语学习设计的理论基础进行了详细的阐述,包括建构主义基本内容,建构主义学习设计框架以及第二语言习得的相关理论。第三章叙述了韩国高中汉语课程的教学目标、课程设计、授课形式和教学现状,并提出了相应的汉语学习设计的原则、内容步骤和实施方法。第四章以“汉语选修课”、“中国文化课”和“汉语冬令营”为教学案例,笔者针对韩国普通高中学生的汉语学习现状和学习需求,根据课型特点分别采取适合的实施方法说明“双人双语”的汉语学习设计在每个学习环节的宏观示范。第五章中笔者对韩国中学“双人双语”环境下的汉语学习设计的可行性、优势以及局限性进行了归纳总结,以期对后来的对外汉语教学以及CPIK教师和韩国搭档教师进行“双人双语”的合作教学提供一定的借鉴和参考,同时进一步促进汉语国际教育的推广。
[Abstract]:Since the signing of the Sino-Korean teacher Exchange and Cooperation Agreement with the National Institute of International Education of the Ministry of Education of the Republic of Korea in 2012, and the launching of the CPIK Chinese language Teaching Program, as of March 2016, The CPIK project has sent 1293 Chinese volunteer teachers to primary and secondary schools in South Korea in four years. The author was fortunate to participate in the Chinese teacher Volunteer Program for Primary and Middle Schools in South Korea held by the National Han Affairs Office in 2014-2015. From February 2014 to January 2015, I served as a Chinese volunteer CPIK teacher at Dachuan High School in Chongnando, South Korea, from February 2014 to January 2015. Therefore, this paper will take the primary Chinese teaching situation of Dachuan High School in Chongnan, Korea, as an example, on the basis of the constructivist learning theory that rose in the 1980s, and think about it. This paper analyzes and discusses how Chinese volunteer teachers and their Korean partner teachers make use of their respective advantages to carry out effective cooperative teaching under the learning environment of "double bilingualism", so as to design constructivist learning for Korean middle school students. In order to provide some reference for CPIK teachers and Korean senior high school Chinese teaching, and further promote the promotion of Chinese international education. The first chapter introduces the reason, significance and content of the topic, the research object and research methods, and summarizes the relevant literature on constructivism and teaching and practice of Chinese as a foreign language. At the same time, the paper summarizes the development of two-person bilingual cooperative teaching in the field of Chinese as a foreign language. The second chapter elaborates the theoretical basis of the two-person bilingual Chinese learning design in Korean middle schools, including the basic content of constructivism, the framework of constructivism learning design and the relevant theories of second language acquisition. The third chapter describes the teaching goal, curriculum design, teaching form and teaching status of Korean senior high school Chinese curriculum, and puts forward the principles, content steps and implementation methods of the corresponding Chinese learning design. The fourth chapter takes "Chinese elective course", "Chinese Culture course" and "Chinese Winter Camp" as teaching cases. According to the characteristics of the class, the appropriate methods are adopted to illustrate the macro demonstration of "double bilingual" Chinese learning design in each learning link. In the fifth chapter, the author summarizes the feasibility, advantages and limitations of the Chinese learning design in the "double bilingual" environment of Korean middle school. In order to provide some reference for the later teaching of Chinese as a foreign language and the cooperative teaching of "double bilingual" between CPIK teachers and Korean teachers, and to further promote the promotion of Chinese international education.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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