韩国中学课堂协力教学法研究

发布时间：2018-05-27 09:14

本文选题：协力教学 + 韩国汉语课堂　；参考：《云南大学》2016年硕士论文

【摘要】：世界上第一家孔子学院于2004年在韩国成立,十二年过去了,韩国现在已经成为了全球范围内孔子学院密度最大的国家,也涌现出了多种多样的教学模式和教学方法,在韩国的中学课堂中,一项名为CPIK的由中韩两位老师共同教学的项目已开展数年；该教学法,韩方称之为协力教学法。最初产生协力教学法的原因是韩国当局要求在中学执教的教师都需具有韩国本土的教师资质,可是我国汉语教师难以达到这一点,在面对大量的师资需求下,原语民教师便以“助教”身份登台,可是在实践中发现,原语民教师扮演了比助教重要得多的角色,于是,中韩两位教师,协力教学的新模式应运而生。本文的内容大致分为六部分：第一部分,主要介绍研究目的、意义,论文的研究内容、概念界定以及研究方法。第二部分,全面地介绍了协力教学法的形成背景与发展状况,介绍了协力教学的必要性,协力教学的可行性,早期的协力教学以及协力教学法的现状。第三部分,展开论述,分别从备课环节、教学环节、管理环节、考试环节介绍了协力教学法的操作方式。第四部分,分析了协力教学法当前存在的问题,并对问题产生的原因进行了分析。第五部分,根据上文提出的协力教学法存在的问题,提供了相对应的解决方案,并且从宏观角度,针对协力教学培训提出了改善建议。第六部分,结语部分,归纳了协力教学法的发展历程,并且对这一门年轻的教学法提出了相关建议。本文的研究对象是韩国汉语教学界比较流行的协力教学法,协力教学法是一项可行性较强的具有旺盛生命力的新式教学法,但在目前的操作过程中,还存在着诸如时间分配不合理、解释语言单一、主辅教师关系僵化等问题,笔者根据自身教学经历与调研,对协力教学中存在的部分问题提出了较为具体的解决方案,希望可以为协力教学法的完善尽到微薄之力,本文意在对如何做好汉语协力教学提出自己的建议和见解。
[Abstract]:The world's first Confucius Institute was established in South Korea in 2004. Twelve years later, Korea has become the country with the highest density of Confucius Institutes in the world, and a variety of teaching modes and methods have emerged. In the middle school classroom in South Korea, a project called CPIK, which is taught jointly by Chinese and Korean teachers, has been under way for several years, a teaching method South Korea calls a collaborative teaching method. The initial reason for the collaborative teaching method was that the Korean authorities required all teachers who teach in middle schools to possess the qualifications of Korean teachers, but it was difficult for Chinese teachers in our country to achieve this point. In the face of a large number of teachers' demands, The native teacher appeared as a "teaching assistant", but in practice, it was found that the teacher played a much more important role than the assistant teacher, so the two teachers in China and Korea came into being in a new mode of collaborative teaching. The content of this paper is divided into six parts: the first part mainly introduces the research purpose, significance, research content, concept definition and research methods. In the second part, the author introduces the background and development of the cooperative teaching method, the necessity of cooperative teaching, the feasibility of cooperative teaching, the early cooperative teaching and the present situation of cooperative teaching. In the third part, the author introduces the operation mode of the cooperative teaching method from the aspects of lesson preparation, teaching, management and examination. In the fourth part, the author analyzes the problems existing in the cooperative teaching method, and analyzes the causes of the problems. In the fifth part, according to the problems of the cooperative teaching method mentioned above, the corresponding solutions are provided, and suggestions for improving the cooperative teaching and training are put forward from the macro point of view. The sixth part, the conclusion part, summarizes the development course of the cooperative teaching method, and puts forward the related suggestion to this young teaching method. The research object of this paper is the cooperative teaching method which is popular in Korean Chinese teaching circles. The cooperative teaching method is a new teaching method with strong feasibility and vigorous vitality. There are still some problems such as unreasonable time allocation, single explanation language, rigid relationship between master and assistant teachers, and so on. According to my own teaching experience and investigation, the author puts forward some concrete solutions to some problems in collaborative teaching. In the hope that we can do our best to perfect the cooperative teaching method, this paper intends to put forward some suggestions and opinions on how to do a good job in Chinese cooperative teaching.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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