体验式教学在韩国初级汉语课堂中的应用研究

发布时间：2018-04-21 19:39

  本文选题：体验式教学 + 教学设计　； 参考：《山东师范大学》2016年硕士论文

【摘要】：随着中国国际影响力的不断扩大,海外汉语教学事业蓬勃发展。中国与韩国一衣带水,隔海相望,文化交流历史源远流长。汉语教学事业,对于继承发展两国的友谊乃至两国未来发展都有着重要而深远的意义。但是,海外汉语教学由于其自身的局限性和客观条件的限制,各地区的汉语教学水平很不平衡。此外,韩国的汉语教学在教学法方面多采用传统的教学方式,新的汉语教学法的研究和探索显得尤为重要。初级的汉语学习者,很容易半途而废,如何吸引学习者参与课堂学习,成为广大海外汉语教师迫切需要解决的问题。本文着重研究体验式教学应用于韩国初级汉语课堂的情况,以汉语初级学习者为教学对象进行教学设计。本研究通过研究体验式教学的基本概念、理论依据,体验式教学的特点、体验式教学法的教学模式,结合韩国全罗北道地区汉语教学、教师、学生情况总结出体验式教学应用实施的必要性:1.韩国初级汉语课堂多采用传统的授课模式。2.汉语课堂在教学方面发展不均衡。3.体验式教学法具备其自身的优越性。笔者对实习所在孔子学院基本情况、韩国全罗北道地区中小学初级汉语教学环境、教学模式进行了调查与了解,这为初级汉语课堂体验式教学设计奠定了基础。本研究根据韩国又石大学孔子学院教学情况进行了三个教学设计,包括两个课堂教学设计和一个文化体验课教学设计,同时将“教学设计一”与传统的教学设计做出对比,尽量在保证教学质量的情况下,对课堂交际活动部分做不同的教学设计,分别在水平相当的两个班级进行实施对比,并做好课堂教学观察记录。实施后发现:在教师角色、学生角色、教案对比、学生状态、课堂氛围、知识掌握程度等方面,体验式教学设计应用的课堂和传统教学设计应用的课堂存在明显差异。总结出体验式教学设计中的优缺点,更加直观地了解到体验式教学的优势。在韩国的初级汉语课堂中实施体验式教学的过程中,通过一系列的体验活动,总结教学过程中出现的问题,教师以及学生的反馈,对教学活动进行反思,找到解决问题的办法,对教师、学生、课堂教学提出有价值的建议。体验式教学坚持在教学中以学生为中心,以师生活动,生生互助学习为原则,以丰富的汉语语言知识、文化材料为基础,努力提高韩国汉语学习者的学习兴趣,在实际的体验中感受汉语的魅力,自主发现、探索学习汉语,实现传统汉语教学模式的改革。
[Abstract]:With the continuous expansion of China's international influence, overseas Chinese teaching is booming. China and South Korea a narrow strip of water, across the sea, cultural exchanges have a long history. Chinese teaching is of great significance to the development of friendship and the future development of the two countries. However, due to its limitations and objective conditions, the level of overseas Chinese teaching is very uneven. In addition, the traditional teaching method is used in Korean Chinese teaching, and the research and exploration of new Chinese teaching method is particularly important. It is easy for primary Chinese learners to give up halfway. How to attract learners to participate in classroom learning has become an urgent problem for overseas Chinese teachers. This paper focuses on the application of experiential teaching in Korean primary Chinese classroom. By studying the basic concept of experiential teaching, theoretical basis, characteristics of experiential teaching, and the teaching mode of experiential teaching, this study combines the teaching of Chinese in the whole North Carolina area of Korea, teachers, etc. Students summed up the experience of teaching application of the necessity of implementation: 1. Korean primary Chinese classes mostly adopt the traditional teaching mode. 2. The development of Chinese classroom teaching is not balanced. 3. The experiential teaching method has its own superiority. The author investigates and understands the basic situation of Confucius Institute, the primary Chinese teaching environment of primary and secondary schools in North North Korea, and the teaching mode, which lays a foundation for the design of primary Chinese classroom experiential teaching. According to the teaching situation of Confucius Institute of Tongshi University in Korea, this study has carried out three teaching designs, including two classroom teaching designs and one cultural experience course teaching design. At the same time, the "instructional design one" is compared with the traditional teaching design. Under the condition of guaranteeing the teaching quality, the author makes different teaching design for the part of classroom communicative activities, carries out the contrast in the two classes with the same level, and makes a good record of classroom teaching observation. After implementation, it is found that there are obvious differences between the application of experiential teaching design and traditional teaching design in the aspects of teacher role, student role, teaching plan contrast, student state, classroom atmosphere, knowledge mastery and so on. The advantages and disadvantages of experiential teaching design are summarized, and the advantages of experiential teaching are more intuitively understood. In the process of implementing experiential teaching in the elementary Chinese classroom in Korea, through a series of experience activities, we summarize the problems in the teaching process, teachers and students' feedback, reflect on the teaching activities, and find solutions to the problems. Make valuable suggestions to teachers, students and classroom teaching. Experiential teaching insists on student-centered teaching, teacher-student activities, mutual learning between students and students, and on the basis of rich knowledge of Chinese language and cultural materials, in order to improve the learning interest of Korean Chinese learners. Feel the charm of Chinese in the actual experience, discover independently, explore learning Chinese, realize the reform of traditional Chinese teaching mode.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
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本文编号：1783834