中韩汉语协同教学模式下的协同备课

发布时间：2018-03-16 13:38

本文选题：协同备课　切入点：协同教学　出处：《广西师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：韩国汉语课堂近年来兴起协同教学模式,其对汉语备课与教学产生了全方位的影响。备课决定着课堂教学的实施以及实施质量的高低。本文主要是以中韩协同教学为背景,讨论教师协同备课的意义、内容、实施步骤。 1.“协同备课”,需要两位或多位教师在相同的时空,根据教学大纲针对相同的学生、教材,合作、讨论即将要教授的课程、学生的需求以及教授的方法并形成教案。两位甚至多位教师要在协同中相互学习、优势互补,做好学生、教材和教法的分析,找到更科学的上课方式。 2.相较于‘单独备课’,‘协同备课’有下列优势。首先,协同备课易于发现“备课盲点”；其次,协同备课能将教学资料、教学资源准确地与学生对接；再次,协同备课能够带来教学法的多变；最后,在协同备课的过程中能够让双方教师在工作过程共同成长。 3.协同备课需要从“学生”“教材”“教学法”入手。“协同备学生”时由于韩国教师对于学生的动机、水平、民族心理等因素更加了解,需要其作出对于学习材料的选择和判断；而中国教师应该针对学生的兴趣,将有吸引力的学习材料呈现给学生。“协同备教材”过程中,韩国教师对于教学大纲、教材、课程资源等方面认识更清晰,而中国教师能够突出教材中的重难点和兴趣因素,减少学生畏难情绪、增加学习动力。“协同备教学法”要发挥“协同备课”教师之间的沟通优势,即语言环境的创造、思想交流的自然频繁、教学评价的多样化等等,中国教师的语言优势加上韩国教师的配合与引导全面培养学生,注重其发展。本文希望通过理论与实践结合的方式,整合出适应于“韩国汉语协同教学”的“协同备课”策略,以求“协同教学”和“协同备课”研究的细致化、专门化。
[Abstract]:In recent years, the cooperative teaching mode has emerged in Korean Chinese classroom, which has a comprehensive influence on the preparation and teaching of Chinese, which determines the implementation and quality of classroom teaching. This paper mainly takes the cooperative teaching between China and Korea as the background. This paper discusses the significance, content and implementation steps of teachers' collaborative lesson preparation. 1. "Collaborative lesson preparation" requires two or more teachers to work together to discuss the courses to be taught according to the syllabus for the same students, according to the syllabus, in the same time and space. Two or more teachers should learn from each other in coordination, complement each other, do well in the analysis of students, textbooks and teaching methods, and find more scientific teaching methods. 2. Compared with 'preparing lessons alone', collaborative preparation has the following advantages. First, collaborative preparation is easy to find "lesson preparation blind spots"; second, collaborative lesson preparation can accurately connect teaching materials and teaching resources with students; thirdly, the following advantages can be obtained: first, collaborative lesson preparation is easy to find "lesson preparation blind spots"; second, collaborative lesson preparation can accurately connect teaching materials and teaching resources with students. Collaborative lesson preparation can bring the variety of teaching methods; finally, in the process of collaborative lesson preparation, both teachers can grow together in the working process. 3. "students", "teaching materials" and "teaching methods" should be taken as the starting point of collaborative lesson preparation. Korean teachers need to choose and judge the learning materials because of their better understanding of students' motivation, level, national psychology and so on. While Chinese teachers should aim at students' interests and present attractive learning materials to students. During the process of "collaborative preparation of teaching materials," Korean teachers have a clearer understanding of the syllabus, textbooks, curriculum resources, etc. The Chinese teachers can highlight the difficulties and interest factors in the textbooks, reduce the students' fear of difficulties and increase their learning motivation. The "collaborative preparation teaching method" should give play to the communication advantages among the teachers, that is, the creation of language environment. The natural frequent exchange of ideas, the diversity of teaching evaluation and so on. The Chinese teachers' language superiority and the cooperation and guidance of Korean teachers can train students in an all-round way and pay attention to their development. By combining theory with practice, this paper hopes to integrate the strategy of "collaborative lesson preparation", which is suitable for "cooperative teaching of Korean Chinese", in order to make the research of "collaborative teaching" and "collaborative lesson preparation" more detailed and specialized.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】