基于图式理论的对韩中级汉语阅读教学研究
发布时间：2019-03-25 19:12
【摘要】：随着中韩两国经济、社会、文化交流的日益频繁,汉语成为沟通信息的重要工具,汉语学习在韩国形成了一股持续的热潮。笔者有幸在韩国东亚大学进行了一整个学期的教学实习,在教学实践和与学生的沟通当中,笔者发现,中级汉语阅读课程存在教学效率低、学生信心与动力不足、课堂气氛沉闷等问题,为了找到症结所在,笔者进行了学情调查,结果发现,针对韩国汉语学习者的中级汉语阅读教学仍停留在传统的“自下而上”模式上,导致语言知识教学与其他内容教学(篇章结构、阅读策略、文化背景等)严重失衡,大量的知识讲解也使学生陷于被动,技能训练变成了单纯的语言知识灌输,这不利于学生阅读能力的提高,难以达到应有的教学目的。为了解决这一问题,笔者结合汉语阅读教学的基本理论,总结前人经验,并跨学科查阅多方面资料,最终得出结论,图式理论应该被运用到针对韩国汉语学习者的中级汉语阅读教学实践当中。图式在阅读过程中起到了预测、监控选择和组织记忆的作用,能有效避免传统教学模式的缺陷。为了使研究更具建设性,笔者结合图式理论在其它学科的运用和汉语阅读教学的特点,尝试为针对韩国汉语学习者的中级汉语阅读教学提供可行性建议。 本文首先总结陈述了图式理论与相关阅读理论,其次选择中级水平的韩国学生为研究对象,在大量问卷调查的基础上,详细分析韩国学生在阅读学习中的主要问题和对汉语阅读学习的需求,然后运用图式理论,分析阐释中级阅读教学的原则与理念,并据此提出相应的教学建议,最后,笔者尝试结合具体教材示例。
[Abstract]:With the increasingly frequent economic, social and cultural exchanges between China and South Korea, Chinese has become an important tool to communicate information. Chinese learning has formed a continuous upsurge in South Korea. During the teaching practice and communication with the students, the author found that the teaching efficiency of the intermediate Chinese reading course is low, and the students' confidence and motivation are insufficient, and the students' confidence and motivation are not enough in the middle-level Chinese reading course, which has been carried out in East Asia University of Korea for the whole semester. In order to find the crux of the problem, the author makes an investigation on the situation of learning. The results show that the middle-level Chinese reading teaching for Korean Chinese learners is still on the traditional "bottom-up" model. It leads to a serious imbalance between language knowledge teaching and other content teaching (text structure, reading strategy, cultural background, etc.), a large number of knowledge explanations also make students passive, and skills training becomes pure language knowledge instillation. This is not conducive to the improvement of students' reading ability, and it is difficult to achieve the proper teaching purpose. In order to solve this problem, the author combined with the basic theory of Chinese reading teaching, summarized the previous experience, and cross-disciplinary access to a variety of materials, and finally reached a conclusion. Schema theory should be applied to the middle-level Chinese reading teaching for Korean Chinese learners. Schema plays a role of prediction, monitoring selection and organizational memory in the process of reading, which can effectively avoid the defects of the traditional teaching model. In order to make the research more constructive, combining the application of schema theory in other subjects and the characteristics of Chinese reading teaching, the author tries to provide feasible suggestions for the intermediate Chinese reading teaching for Korean Chinese learners. This paper first summarizes and states schema theory and related reading theory. Secondly, Korean students at intermediate level are selected as the object of study, on the basis of a large number of questionnaires. This paper analyzes in detail the main problems of Korean students in reading learning and their needs for Chinese reading learning, and then analyzes and interprets the principles and concepts of intermediate reading teaching by using schema theory, and then puts forward corresponding teaching suggestions. The author tries to combine specific textbook examples.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2447239
[Abstract]:With the increasingly frequent economic, social and cultural exchanges between China and South Korea, Chinese has become an important tool to communicate information. Chinese learning has formed a continuous upsurge in South Korea. During the teaching practice and communication with the students, the author found that the teaching efficiency of the intermediate Chinese reading course is low, and the students' confidence and motivation are insufficient, and the students' confidence and motivation are not enough in the middle-level Chinese reading course, which has been carried out in East Asia University of Korea for the whole semester. In order to find the crux of the problem, the author makes an investigation on the situation of learning. The results show that the middle-level Chinese reading teaching for Korean Chinese learners is still on the traditional "bottom-up" model. It leads to a serious imbalance between language knowledge teaching and other content teaching (text structure, reading strategy, cultural background, etc.), a large number of knowledge explanations also make students passive, and skills training becomes pure language knowledge instillation. This is not conducive to the improvement of students' reading ability, and it is difficult to achieve the proper teaching purpose. In order to solve this problem, the author combined with the basic theory of Chinese reading teaching, summarized the previous experience, and cross-disciplinary access to a variety of materials, and finally reached a conclusion. Schema theory should be applied to the middle-level Chinese reading teaching for Korean Chinese learners. Schema plays a role of prediction, monitoring selection and organizational memory in the process of reading, which can effectively avoid the defects of the traditional teaching model. In order to make the research more constructive, combining the application of schema theory in other subjects and the characteristics of Chinese reading teaching, the author tries to provide feasible suggestions for the intermediate Chinese reading teaching for Korean Chinese learners. This paper first summarizes and states schema theory and related reading theory. Secondly, Korean students at intermediate level are selected as the object of study, on the basis of a large number of questionnaires. This paper analyzes in detail the main problems of Korean students in reading learning and their needs for Chinese reading learning, and then analyzes and interprets the principles and concepts of intermediate reading teaching by using schema theory, and then puts forward corresponding teaching suggestions. The author tries to combine specific textbook examples.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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，本文编号：2447239
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