渤海大学韩国分院预科班汉语综合课教学研究

发布时间：2018-04-15 20:48

本文选题：对韩汉语教学 + 综合课教学　；参考：《渤海大学》2015年硕士论文

【摘要】：21世纪以来,汉语在世界范围内语言影响力逐渐提升。越来越多的外国友人不仅对中华文化产生了浓厚的兴趣,还将汉语作为第二语言来学习。随着各国各界对汉语的学习热情日渐高涨,中外语言专家学者开始将注意力集中于对外汉语教学实践研究之中。韩国是中国的近邻,两国在历史上有着千丝万缕的联系。近年来,越来越多的韩国人开始学习汉语,这就为对外汉语教学,特别是对韩汉语教学工作提出了更高的要求。对韩汉语综合课教学一直都是对韩汉语教学界研究的重点、难点和热点。本研究主要以克拉申输入假说、韩礼德的“系统功能语法”和“语篇功能”在内的对外汉语教育理论为基础。以教材类型与教学需求相适应、语言运用能力为先、语法教学有效化、汉字教学规律化兴趣化、学生为主教师为辅的教学原则为指导。以韩国语言文化环境为教学背景。以渤海大学韩国分院预科班汉语综合课教学为研究对象。针对目前对韩汉语综合课实际教学中存在的忽略词汇使用规律、忽略语法教学深浅度、课文教学讲授方式单一、汉字教学缺乏系统性、课后练习题缺乏有效性等问题,提出对韩汉语综合课课堂教学策略,并将教学策略和建议用理论阐述和设计教学实例的方式表现出来。
[Abstract]:Since the 21 st century, the influence of Chinese language in the world has gradually increased.More and more foreign friends are not only interested in Chinese culture, but also learn Chinese as a second language.With the increasing enthusiasm for learning Chinese from all over the world, Chinese and foreign language experts and scholars began to focus on the practice of teaching Chinese as a foreign language.South Korea is China's close neighbor, the two countries in the history of inextricably linked.In recent years, more and more Korean people begin to learn Chinese, which puts forward higher requirements for teaching Chinese as a foreign language, especially for Korean Chinese teaching.The teaching of Korean-Chinese comprehensive course has always been the focus, difficulty and hotspot of Korean-Chinese teaching.This study is based on the Krashen input hypothesis, Halliday's systematic functional Grammar and discourse function.It is guided by the teaching principle that the teaching material type is adapted to the teaching demand, the language application ability is the first, the grammar teaching is effective, the Chinese character teaching law is interested, and the students are the main teachers.Take the Korean language and culture environment as the teaching background.Taking the Chinese comprehensive course teaching in the preparatory course of Korea Branch of Bohai University as the research object.In view of the problems existing in the actual teaching of Korean and Chinese comprehensive courses, such as ignoring the rules of vocabulary use, neglecting the depth of grammar teaching, the single teaching method of text teaching, the lack of systematic teaching of Chinese characters, the lack of effectiveness of exercises after class, etc.This paper puts forward the classroom teaching strategies for Korean and Chinese comprehensive courses, and presents the teaching strategies and suggestions in the way of theoretical elaboration and design of teaching examples.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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