韩国中小学零起点汉语教学CPIK项目调研报告

发布时间：2018-06-18 12:32

本文选题：CPIK + 零起点　；参考：《吉林大学》2013年硕士论文

【摘要】：近年来，“汉语热”持续升温，汉语教学工作也从“引进来”发展到了“走出去”阶段，汉语国际推广如火如荼。韩国也于2012年实施CPIK项目，开始普及中小学汉语教育。由于教学环境、教学阶段和教学对象的特殊性，韩国零起点中小学汉语教学研究几乎为零。笔者有幸成为2012年CPIK项目的一员，任教期间，一直关注韩国中小学零起点汉语教学的情况，也从实际教学中积累了一些经验，因而决定利用一线教学的优势，对韩国中小学零起点汉语教学做一个比较详细的调研。本文针对的主要是以2012年CPIK项目汉语教师志愿者为师资的韩国中小学零起点汉语教学。在设计问卷时，笔者分别设计了2012年CPIK项目汉语教师志愿者调查问卷和其学生调查问卷。其中，对教师的调研包括教师基本情况、所在学校基本情况和零起点汉语教学三部分。零起点汉语教学部分，涉及了教学对象、教学目标、教材、授课形式、授课内容、教法、教学难点、评估测试、资金支持、存在问题及建议等。对学生的调研，则集中在学生学习汉语的兴趣动机、学习中的难点及对汉语课堂的感受等方面。本文使用的调研方法主要包括：1.调查问卷：分为教师问卷和学生问卷。2.文献资料的查阅。3.对韩国国立国际教育院和教育厅工作人员的访谈和邮件。4.同汉语教师志愿者的经验交流。5.韩国中小学零起点汉语课堂观察分析和教学实践总结反思。笔者力求调研的客观性，但由于能力所限，对韩国中小学零起点汉语教学的调研可能还不够详细；调查问卷的设计可能也不够科学；可能对整个调研情况的分析也不够全面深入。“理论源于实践，实践验证理论”，笔者希望通过这次调研，，不仅能提高自身的教学水平，还能为依旧空白的韩国中小学零起点汉语教学提供些许经验教训，对国内汉语国际教育硕士的培养有所帮助，对汉语国际推广有所启示。
[Abstract]:In recent years, "Chinese fever" continues to heat up, the Chinese teaching work has also developed from "in" to "go out" stage, Chinese international promotion is in full swing. South Korea also implemented the CPIK project in 2012 to popularize Chinese language education in primary and secondary schools. Due to the particularity of teaching environment, teaching stage and teaching object, the research on Chinese teaching in Korean zero-starting school is almost zero. The author was lucky to be a member of the CPIK project in 2012. During his teaching period, he paid close attention to the situation of zero-starting Chinese teaching in Korean primary and secondary schools, and accumulated some experience from practical teaching, so he decided to make use of the advantages of front-line teaching. Do a more detailed survey of zero-start Chinese teaching in Korean primary and secondary schools. This paper focuses on zero-start Chinese teaching in primary and secondary schools in South Korea, with Chinese teacher volunteers of CPIK project as teachers in 2012. In the design of the questionnaire, the author designed the 2012 CPIK Chinese teacher volunteer questionnaire and its student questionnaire. Among them, the investigation of teachers includes three parts: teachers' basic situation, school's basic situation and zero starting point Chinese teaching. The part of Chinese teaching with zero starting point involves teaching object, teaching goal, teaching material, teaching form, teaching content, teaching method, teaching difficulty, evaluation test, financial support, existing problems and suggestions, etc. The research focuses on students' interest in learning Chinese, the difficulties in learning and the feeling of Chinese class. The research methods used in this paper mainly include: 1. Questionnaire: teacher questionnaire and student questionnaire. 2. References to literature. Interview and email to the staff of the National Institute of International Education and the Department of Education of the Republic of Korea. Exchange of experiences with Chinese teacher volunteers. The zero-start Chinese classroom observation analysis and teaching practice summary and introspection in Korean primary and middle schools. The author strives for the objectivity of the investigation, but due to the limitation of his ability, the research on the zero-starting Chinese teaching in Korean primary and secondary schools may not be detailed enough, and the design of the questionnaire may not be scientific. Perhaps the analysis of the whole investigation is not comprehensive enough. "Theory originates from practice, practice verifies theory". The author hopes that through this investigation, not only can I improve my own teaching level, but also can provide some experience and lessons for the zero-starting teaching of Korean primary and secondary schools, which are still blank. It is helpful to the cultivation of master of international education in Chinese and enlighten to the international promotion of Chinese.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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