基于默会原理的韩国东西大学孔子学院文化教学研究
发布时间：2018-09-14 20:57
【摘要】："汉语热"引发了汉语爱好者对中国文化的关注,孔子学院文化教学也随之在海外如火如荼地展开,并且广受欢迎。除了传统的文化知识之外,近年来的一些文化教学也开始逐渐将目光投到学生的自我体验上,开始注重一些技能的学习,这些个体的经验、直觉、技能正是英国哲学家波兰尼所提出的"默会知识"的构成要素,它们往往隐藏在人的行为背后,容易被忽略。但是,一旦被有意识地发掘,加以有效利用,将会在人的认知过程及明确知识的学习过程中产生重大的意义。这一理论引起学界关注,各领域学者专家从不同角度研究其思想内涵,随着研究的不断深入,其教育意蕴被发觉,并在越来越多的学科领域展开了理论和实践的探索。本文尝试从波兰尼的默会视角切入,对韩国东西大学孔子学院文化教学进行研究。首先,从师生原有默会知识在文化教学和学习过程中对教学理论的实施、知识内化的作用及默会原理的教育价值等方面论证了在孔子学院文化教学中运用默会原理有其必要性;其次,默会知识的"两种意识"、"三项组合"及其from-to的动态认知过程与孔子学院文化教学目标相一致,在情景性、文化性、层次性上与孔子学院文化教学有诸多相似共通之处,使得将默会知识运用于孔子学院文化教学有其可能性;在此基础之上,进一步运用调查法、访谈法等对韩国东西大学孔子学院文化教学展开具体深入的研究,并深入分析其文化教学中默会原理的实际运用情况。最后,在前期的调查研究之上,重新审视现行的孔子学院文化教学,就其存在的不足和默会原理在孔子学院文化教学中的应用及其显性化的途径等问题提出建议,以期为孔子学院文化教学的发展带来参考和借鉴。韩国东西大学孔子学院文化教学经过近十年的积累,课程体系逐渐完善,形成了自己的特色,有其自身发展优势,但在师生默会知识利用率的提升、文化教学层级的构建等方面仍存在较大的完善空间。基于此,本文主要解决以下几个问题:如何最大程度发挥默会知识对师生文化学习的影响、将默会知识在文化教学中显性化应该采取哪些行之有效的策略。本文认为,应当立足于孔子学院文化教学发展,以增强文化学习效果为目标,在文化教学过程中结合默会原理,从孔子学院加强自身建设提供默会知识显性化的有力支撑、教师反思借鉴更新共享默会知识、学生体验唤醒默会知识等几个方面进行文化教学的优化。
[Abstract]:"Chinese craze" has aroused Chinese lovers' attention to Chinese culture, and Confucius Institute culture teaching has been carried out in full swing overseas and widely welcomed. In addition to traditional cultural knowledge, in recent years, some cultural teaching has gradually begun to focus on students' self-experience, began to pay attention to the study of some skills, these individual experience, intuition, Skills are the elements of tacit knowledge put forward by the British philosopher Polanyi. They are often hidden behind human behavior and are easily ignored. However, once it has been consciously explored and effectively utilized, it will have great significance in the process of cognition and the learning of clear knowledge. This theory has aroused the attention of the academic circles. Scholars and experts in various fields have studied its ideological connotation from different angles. With the deepening of the research, its educational implication has been discovered, and it has been explored in more and more academic fields of theory and practice. This paper attempts to study the cultural teaching of Confucius Institutes in Korea East-West University from Polanyi's perspective of tacit meeting. First of all, this paper demonstrates the necessity of applying tacit knowledge in the cultural teaching of Confucius Institute from the aspects of the implementation of teaching theory in the process of culture teaching and learning, the function of knowledge internalization and the educational value of tacit principle. Secondly, the "two kinds of consciousness", "three combinations" of tacit knowledge and its dynamic cognitive process of from-to are consistent with the objectives of cultural teaching in Confucius Institutes, and have many similarities with the cultural teaching of Confucius Institutes in situational, cultural and hierarchical aspects. It makes it possible to apply tacit knowledge to the cultural teaching of Confucius Institutes. On this basis, further research is carried out on the cultural teaching of Confucius Institutes in East and West Korean Universities by means of investigation and interview. It also analyzes the practical application of tacit principle in culture teaching. Finally, on the basis of the previous investigation and research, this paper re-examines the current cultural teaching of Confucius Institutes, and puts forward some suggestions on its deficiency, the application of tacit principle in the cultural teaching of Confucius Institutes and the ways of its dominance. In order to bring reference and reference for the development of Confucius Institute culture teaching. After nearly ten years of accumulation of cultural teaching in Confucius Institutes of Korea East and West University, the curriculum system has gradually improved, forming its own characteristics, and has its own development advantages, but in the teachers and students tacit meeting knowledge utilization rate has been improved. There is still much room for improvement in the construction of cultural teaching levels. Based on this, this paper mainly solves the following problems: how to maximize the impact of tacit knowledge on the cultural learning of teachers and students, and what effective strategies should be taken to make tacit knowledge dominant in cultural teaching. In this paper, we should base ourselves on the development of cultural teaching in Confucius Institutes, aim at enhancing the effect of cultural learning, combine the principle of tacit meeting in the process of cultural teaching, and provide strong support for the dominance of tacit knowledge from strengthening the construction of Confucius Institutes. Teachers reflect on the optimization of cultural teaching in several aspects, such as updating shared tacit knowledge and students' experience awakening tacit knowledge.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
[Abstract]:"Chinese craze" has aroused Chinese lovers' attention to Chinese culture, and Confucius Institute culture teaching has been carried out in full swing overseas and widely welcomed. In addition to traditional cultural knowledge, in recent years, some cultural teaching has gradually begun to focus on students' self-experience, began to pay attention to the study of some skills, these individual experience, intuition, Skills are the elements of tacit knowledge put forward by the British philosopher Polanyi. They are often hidden behind human behavior and are easily ignored. However, once it has been consciously explored and effectively utilized, it will have great significance in the process of cognition and the learning of clear knowledge. This theory has aroused the attention of the academic circles. Scholars and experts in various fields have studied its ideological connotation from different angles. With the deepening of the research, its educational implication has been discovered, and it has been explored in more and more academic fields of theory and practice. This paper attempts to study the cultural teaching of Confucius Institutes in Korea East-West University from Polanyi's perspective of tacit meeting. First of all, this paper demonstrates the necessity of applying tacit knowledge in the cultural teaching of Confucius Institute from the aspects of the implementation of teaching theory in the process of culture teaching and learning, the function of knowledge internalization and the educational value of tacit principle. Secondly, the "two kinds of consciousness", "three combinations" of tacit knowledge and its dynamic cognitive process of from-to are consistent with the objectives of cultural teaching in Confucius Institutes, and have many similarities with the cultural teaching of Confucius Institutes in situational, cultural and hierarchical aspects. It makes it possible to apply tacit knowledge to the cultural teaching of Confucius Institutes. On this basis, further research is carried out on the cultural teaching of Confucius Institutes in East and West Korean Universities by means of investigation and interview. It also analyzes the practical application of tacit principle in culture teaching. Finally, on the basis of the previous investigation and research, this paper re-examines the current cultural teaching of Confucius Institutes, and puts forward some suggestions on its deficiency, the application of tacit principle in the cultural teaching of Confucius Institutes and the ways of its dominance. In order to bring reference and reference for the development of Confucius Institute culture teaching. After nearly ten years of accumulation of cultural teaching in Confucius Institutes of Korea East and West University, the curriculum system has gradually improved, forming its own characteristics, and has its own development advantages, but in the teachers and students tacit meeting knowledge utilization rate has been improved. There is still much room for improvement in the construction of cultural teaching levels. Based on this, this paper mainly solves the following problems: how to maximize the impact of tacit knowledge on the cultural learning of teachers and students, and what effective strategies should be taken to make tacit knowledge dominant in cultural teaching. In this paper, we should base ourselves on the development of cultural teaching in Confucius Institutes, aim at enhancing the effect of cultural learning, combine the principle of tacit meeting in the process of cultural teaching, and provide strong support for the dominance of tacit knowledge from strengthening the construction of Confucius Institutes. Teachers reflect on the optimization of cultural teaching in several aspects, such as updating shared tacit knowledge and students' experience awakening tacit knowledge.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
【参考文献】
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1 陈文彪;周奕s，
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