韩国CPIK小学汉语教师课堂话语研究

发布时间：2018-03-13 01:13

本文选题：课堂话语　切入点：韩国小学　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师课堂话语是组成课堂教学活动最重要的部分,也是将教师和学生密切联系起来的纽带。在课堂上,教师话语将近占教学行为的80%的比例。它是教师组织课堂的一项基本专业技能,教师科学有效的使用课堂话语关系着学生课堂学习的效果。在对外汉语教学中,教师的课堂话语更是至关重要,它是学习者目的语输入的主要的途径。尤其是在韩国国内教授汉语时,学生处在自己的母语环境中,课堂几乎成为他们接触汉语的唯一场所,因此在每周课时量不多的情况下,教师需要不断优化自身课堂话语的使用能力,尽可能多的为学生提供开口说汉语的机会。为了提高教学效率,增加学生使用汉语的机会,教师必须不断锤炼自己的课堂话语,用正确简洁的语言组织开展教学活动。在韩国小学汉语教学中,本土汉语教师十分稀缺,因此70%的CPIK汉语教师在课堂上没有合作教学搭档。在韩国零基础的小学汉语课堂上,CPIK汉语教师大多韩语水平不高,这种情况下,教师和学生之间就需要借助英语和学生母语进行交流。CPIK汉语教师需要对韩语、英语、汉语在课堂上如何科学合理的使用进行规划,通过良好的话语规划,提高学生学习汉语的效果。但是通过调查发现,很多CPIK汉语教师对课堂话语的规划并不重视。在对韩国小学CPIK汉语教师的课堂话语使用现状进行研究分析时,了解到,在韩国小学汉语课堂中,由于师生语言交流不畅,教师所说的话大多都是课堂用语以及围绕新知识讲解的语言,师生之间的互动交流并不多。基于上述情况,本文选择研究的主要内容就是汉语教师在课堂上的话语使用情况。通过调查问卷以及教师课堂话语规划实验,对教学效果进行评价和反思。本文的研究致力于为CPIK汉语教师如何使用课堂话语提供可行性的建议。本文通过五部分进行研究,第一部分是绪论;第二部分是基于二语习得的汉语课堂话语的界定、分类及其功能;第三部分是韩国CPIK小学汉语教师课堂话语使用情况调查;第四部分是韩国小学汉语课堂话语的应然特征及其相关建议;第五部分是韩国CPIK小学教师的课堂话语规划实验。
[Abstract]:Teacher classroom discourse is the most important part of classroom teaching activities, and it is also the link between teachers and students. Teacher talk accounts for nearly 80% of the teaching behavior. It is a basic professional skill for teachers to organize the classroom. The scientific and effective use of classroom discourse by teachers has a bearing on the effectiveness of students' classroom learning. The teacher's classroom discourse is even more important, as it is the main way for learners to input the target language. Especially when Chinese is taught in Korea, students are in their native language environment, and the classroom is almost the only place for them to contact the Chinese language. In order to improve the teaching efficiency and increase the students' chances of using Chinese, teachers need to optimize their ability of using classroom discourse and provide students with the opportunity to speak Chinese as much as possible in order to improve the teaching efficiency and increase the students' chances of using Chinese, so as to improve the teaching efficiency and increase the students' chances of using Chinese. Teachers must constantly refine their classroom discourse and organize teaching activities in the correct and concise language. In Korean primary school Chinese teaching, native Chinese teachers are very scarce. As a result, 70% of CPIK Chinese teachers have no cooperative teaching partners in the classroom. Most of the Chinese teachers in the zero-base primary school in South Korea do not have a high level of Korean. In this case, Teachers and students need to communicate with English and students' mother tongue. CPIK Chinese teachers need to plan how to use Korean, English and Chinese in class scientifically and reasonably, and adopt good discourse planning. However, through the investigation, many CPIK Chinese teachers do not attach importance to the classroom discourse planning. In the study of the current situation of classroom discourse use of CPIK Chinese teachers in Korean primary schools, it is found that, In Korean primary school Chinese classes, because of the poor communication between teachers and students, most of what teachers say is classroom language and the language explained around new knowledge, so there is not much interaction between teachers and students. The main content of this thesis is the use of Chinese teachers' discourse in the classroom. This paper is devoted to providing feasible suggestions for CPIK Chinese teachers how to use classroom discourse. The first part is the introduction. The second part is the definition, classification and function of Chinese classroom discourse based on second language acquisition. Part 4th is about the characteristics of Chinese classroom discourse in Korean primary schools and the relevant suggestions; part 5th is the classroom discourse planning experiment of CPIK elementary school teachers in Korea.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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