韩国京畿道地区初中汉字教学研究
发布时间：2019-04-11 17:29
【摘要】：中韩两国不仅在经济文化上有紧密联系,还加大了教育方面的联系,越来越多的韩国中小学都与中国建立了姊妹学校关系,双方每年都有互派学生去各自的学校进行友好访谈的活动,这就加速了汉语走进韩国中小学课堂的进程。因此,孔子学院每年派往韩国的汉语教师志愿者人数逐年增长。笔者有幸在2015年参加了孔子学院的CPIK项目,作为一名汉语教师志愿者在地处于韩国京畿道光明市的光明北中学工作了两年,进行汉语教学工作。在一线的教学过程中,笔者发现汉字教学在韩国汉语课堂中所占比例很小,有些学校甚至不要求教汉字,只要求掌握语音即可,面对这种在汉语教学过程中产生的汉字教学滞后现象,笔者有针对性地对韩国京畿道地区的初中汉字教学情况进行了调查与研究。首先,通过对国内外专家关于对外汉字教学理论、教学方法、教学策略、教学研究等发表的期刊文献以及著作的总结,归纳了国内外关于汉字教学方面的研究成果以及韩国本土汉字教学的发展情况。其次,通过对当前学者设计的汉字教学方面的问卷总结,结合笔者近两年的汉语教学经历,设计了本文的调查问卷。问卷包括教师的汉字教学和学生的汉字学习两方面内容。教师问卷部分主要依据从大到小的原则,分为两部分:第一部分是关于教师在汉语教学方面的调查,重点了解学校对汉语课的重视程度,教师汉语教学的基本情况;第二部分是关于汉字教学方面的调查,主要了解教师在汉字教学的过程中对汉字教学的重视程度,使用哪种教学方法,汉字教学效果如何。学生问卷部分主要分为两部分:第一部分是关于学生汉语学习方面的调查,主要了解学生汉语学习的一些基本情况;第二部分是关于学生汉字学习情况的调查,主要了解学生对汉字学习的重视程度,在汉字学习过程中遇到的难点以及所采取的学习策略等。再次,根据调查结果,发现目前韩国汉字教学和汉字学习方面所存在的问题,并找到原因之所在。在汉字教学方面存在的问题:学校和教师普遍重视汉语教学,不重视汉字教学,汉字教学形式过于传统,教学效果不太理想,汉字教学方式单一,不利于调动学生的学习热情,汉字书写练习方式单一;在汉字学习方面存在的问题:通过“反复抄写”的汉字学习策略,汉字学习效果不理想,对汉字的字形结构不了解,学习汉语的动机不强,学习动力不能持久。最后,针对上面存在的问题,找出产生问题的原因,进行分析,然后对韩国初中汉字教学及汉字学习提出可行性建议。
[Abstract]:The two countries not only have a close connection with the economic culture, but also strengthen the connection of education, more and more of the South Korean primary and secondary schools have established a sister school relationship with China, and the two sides have each year to send students to visit their respective schools to conduct friendly interviews. This has accelerated the process of Chinese entering the Korean primary and secondary school class. Therefore, the number of Chinese teachers' volunteers sent to Korea every year is increasing year by year. The author has the privilege of participating in the CPIK project of the Confucius Institute in 2015, working for two years as a Chinese teacher volunteer in the Guangming North High School of the Guangming city of Beijing, Korea, and carrying out Chinese teaching. In the course of the first-line teaching, the author has found that the Chinese character teaching is very small in the Korean Chinese classroom, some schools do not even ask to teach the Chinese characters, only need to grasp the voice, face the Chinese character teaching lag phenomenon that is produced in the process of Chinese teaching, In this paper, the author has carried on the investigation and research on the teaching of Chinese characters in the middle school in the area of the Korean capital of the Republic of Korea. First of all, the author sums up the research results of Chinese and foreign language teaching and the development of Chinese character teaching at home and abroad through the review of the foreign and foreign experts on the foreign characters teaching theory, teaching method, teaching strategy, teaching research and so on. Secondly, through the questionnaire of the Chinese teaching of Chinese characters designed by the current scholars, this paper designs the questionnaire of this paper by combining the experience of Chinese teaching in the last two years. The questionnaire includes two aspects: the Chinese character teaching of the teacher and the Chinese character learning of the students. The part of the teacher's questionnaire is divided into two parts: the first part is the survey of the teacher in the teaching of Chinese, the emphasis is on the importance of the school to the Chinese course, the basic situation of the Chinese teaching of the teacher, and the second part is the investigation on the teaching of Chinese characters. It is mainly about the importance of the teaching of Chinese characters in the process of Chinese character teaching, which teaching method is used, and how the teaching effect of Chinese characters is. The part of the student's questionnaire is divided into two parts: the first part is the survey of the Chinese study of the students, mainly know some basic conditions of the Chinese study of the students; the second part is the survey on the study of the students' Chinese characters, mainly to understand the importance of the students to the learning of Chinese characters, The difficulties encountered in the process of Chinese character learning and the learning strategies adopted, etc. Thirdly, according to the results of the investigation, it is found that the problems existing in the Chinese character teaching and Chinese character learning are the main reason. There are some problems in the teaching of Chinese characters: the school and the teacher pay much attention to the Chinese teaching, do not attach importance to the Chinese character teaching, the Chinese character teaching form is too traditional, the teaching effect is not ideal, the Chinese character teaching method is single, it is not conducive to the mobility of the students' learning enthusiasm, the writing practice way of the Chinese character is single; There are some problems in the study of Chinese characters: through the Chinese character learning strategy of the "read and write repeatedly", the learning effect of the Chinese character is not perfect, the font structure of the Chinese character is not known, the motivation for learning Chinese is not strong, and the learning power can not be long lasting. Finally, in view of the above problems, find out the cause of the problem and make an analysis, then put forward the feasibility of the Chinese character teaching and Chinese character learning in Korean junior middle school.
【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】：G633.3
本文编号：2456618
[Abstract]:The two countries not only have a close connection with the economic culture, but also strengthen the connection of education, more and more of the South Korean primary and secondary schools have established a sister school relationship with China, and the two sides have each year to send students to visit their respective schools to conduct friendly interviews. This has accelerated the process of Chinese entering the Korean primary and secondary school class. Therefore, the number of Chinese teachers' volunteers sent to Korea every year is increasing year by year. The author has the privilege of participating in the CPIK project of the Confucius Institute in 2015, working for two years as a Chinese teacher volunteer in the Guangming North High School of the Guangming city of Beijing, Korea, and carrying out Chinese teaching. In the course of the first-line teaching, the author has found that the Chinese character teaching is very small in the Korean Chinese classroom, some schools do not even ask to teach the Chinese characters, only need to grasp the voice, face the Chinese character teaching lag phenomenon that is produced in the process of Chinese teaching, In this paper, the author has carried on the investigation and research on the teaching of Chinese characters in the middle school in the area of the Korean capital of the Republic of Korea. First of all, the author sums up the research results of Chinese and foreign language teaching and the development of Chinese character teaching at home and abroad through the review of the foreign and foreign experts on the foreign characters teaching theory, teaching method, teaching strategy, teaching research and so on. Secondly, through the questionnaire of the Chinese teaching of Chinese characters designed by the current scholars, this paper designs the questionnaire of this paper by combining the experience of Chinese teaching in the last two years. The questionnaire includes two aspects: the Chinese character teaching of the teacher and the Chinese character learning of the students. The part of the teacher's questionnaire is divided into two parts: the first part is the survey of the teacher in the teaching of Chinese, the emphasis is on the importance of the school to the Chinese course, the basic situation of the Chinese teaching of the teacher, and the second part is the investigation on the teaching of Chinese characters. It is mainly about the importance of the teaching of Chinese characters in the process of Chinese character teaching, which teaching method is used, and how the teaching effect of Chinese characters is. The part of the student's questionnaire is divided into two parts: the first part is the survey of the Chinese study of the students, mainly know some basic conditions of the Chinese study of the students; the second part is the survey on the study of the students' Chinese characters, mainly to understand the importance of the students to the learning of Chinese characters, The difficulties encountered in the process of Chinese character learning and the learning strategies adopted, etc. Thirdly, according to the results of the investigation, it is found that the problems existing in the Chinese character teaching and Chinese character learning are the main reason. There are some problems in the teaching of Chinese characters: the school and the teacher pay much attention to the Chinese teaching, do not attach importance to the Chinese character teaching, the Chinese character teaching form is too traditional, the teaching effect is not ideal, the Chinese character teaching method is single, it is not conducive to the mobility of the students' learning enthusiasm, the writing practice way of the Chinese character is single; There are some problems in the study of Chinese characters: through the Chinese character learning strategy of the "read and write repeatedly", the learning effect of the Chinese character is not perfect, the font structure of the Chinese character is not known, the motivation for learning Chinese is not strong, and the learning power can not be long lasting. Finally, in view of the above problems, find out the cause of the problem and make an analysis, then put forward the feasibility of the Chinese character teaching and Chinese character learning in Korean junior middle school.
【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】：G633.3
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