發(fā)布時(shí)間：2018-06-10 06:54

  本文選題：韓版漢語(yǔ)教材 + 拼音��； 參考：《華中師范大學(xué)》2009年碩士論文

【摘要】： 本文重點(diǎn)關(guān)注的就是中韓兩國(guó)部分出版機(jī)構(gòu)和高等院校出版和使用的漢語(yǔ)學(xué)習(xí)教輔材料,我們對(duì)這些教材進(jìn)行了比較和分析,并側(cè)重對(duì)韓版漢語(yǔ)教材的特點(diǎn)分析。此前,專(zhuān)家們針對(duì)對(duì)外漢語(yǔ)教材已做了較多的研究,得出許多真知灼見(jiàn)并且從不同的角度提出了建設(shè)性的意見(jiàn)和看法,使得對(duì)外漢語(yǔ)教材不斷地更新、完善,從而進(jìn)一步推動(dòng)了我國(guó)對(duì)外漢語(yǔ)教學(xué)事業(yè)的發(fā)展。近年來(lái)國(guó)外紛紛出版了各種各樣的漢語(yǔ)教材,這些教材既豐富了對(duì)外漢語(yǔ)教材的體系,也給各國(guó)漢語(yǔ)教師的教學(xué)帶來(lái)了很大的方便。但是這些教材中是否還存在一些問(wèn)題,還有哪些值得國(guó)內(nèi)的教材編寫(xiě)者借鑒的地方,這是本文重點(diǎn)關(guān)注的內(nèi)容。 依據(jù)我們?cè)陧n國(guó)仁濟(jì)大學(xué)中文學(xué)部的實(shí)習(xí)情況,我們對(duì)仁濟(jì)大學(xué)中文學(xué)部的學(xué)生所使用的部分漢語(yǔ)教材進(jìn)行了調(diào)查、統(tǒng)計(jì)和分析。考察韓版漢語(yǔ)教材中科學(xué)性的一面同時(shí)也分析其中存在的問(wèn)題,從語(yǔ)音、詞匯、語(yǔ)法三個(gè)角度對(duì)搜集到的幾套韓版漢語(yǔ)教材進(jìn)行考察、分析,并對(duì)教材中所設(shè)置的練習(xí)題進(jìn)行了統(tǒng)計(jì)和分析,以此和國(guó)內(nèi)的漢語(yǔ)教材進(jìn)行對(duì)比,發(fā)現(xiàn)韓國(guó)的漢語(yǔ)教材編寫(xiě)者和國(guó)內(nèi)的漢語(yǔ)教師在編寫(xiě)教材時(shí)的不同傾向。在教材調(diào)查中,我們發(fā)現(xiàn)韓版的漢語(yǔ)教材在拼音標(biāo)注、詞匯和語(yǔ)法編排上有他們自己的特色,但是還存在著一些值得注意的問(wèn)題,在課后練習(xí)設(shè)置方面也需進(jìn)一步注重一些漢語(yǔ)和韓語(yǔ)的區(qū)別,柬設(shè)置相關(guān)的練習(xí),以此幫助學(xué)生在練習(xí)中不斷掌握漢語(yǔ)的說(shuō)話習(xí)慣,避免他們的母語(yǔ)給他們帶來(lái)的負(fù)遷移。 我們通過(guò)韓版漢語(yǔ)教材和國(guó)內(nèi)漢語(yǔ)教材的對(duì)比,發(fā)現(xiàn)其中確實(shí)存在一些問(wèn)題,為此我們提出解決這些問(wèn)題的一些措施,與此同時(shí)他們的一些編排和設(shè)計(jì)也有國(guó)內(nèi)同行值得借鑒的地方,能夠在以后的漢語(yǔ)教材編寫(xiě)或是對(duì)外漢語(yǔ)教學(xué)策略提供一些參考。
[Abstract]:This paper focuses on the Chinese teaching materials published and used by some publishing institutions and institutions of higher learning in China and Korea. We compare and analyze these textbooks, and focus on the analysis of the characteristics of the Korean version of Chinese teaching materials. Prior to this, experts have done more research on teaching materials for Chinese as a foreign language, and come up with many insights and put forward constructive opinions from different angles, so that the textbooks for Chinese as a foreign language are constantly updated and perfected. Thus further promote the development of teaching Chinese as a foreign language in China. In recent years, a variety of Chinese teaching materials have been published in foreign countries, which not only enrich the system of teaching Chinese as a foreign language, but also bring great convenience to the teaching of Chinese teachers in various countries. However, whether there are still some problems in these textbooks, and what are the points that the domestic textbook writers can use for reference, this is the focus of this paper. According to our internship situation in the Chinese Department of Korean Renji University, We investigated, counted and analyzed some Chinese teaching materials used by Chinese students in Renji University. The scientific side of the Korean version of Chinese teaching materials is also analyzed, from the phonetic, lexical and grammatical perspectives, the collection of several sets of Korean Chinese textbooks are analyzed. This paper also makes statistics and analysis on the exercises set up in the textbooks, and compares them with the Chinese textbooks in China, and finds out that Korean Chinese textbook writers and Chinese teachers in China have different tendencies in compiling the textbooks. In the textbook survey, we found that the Korean version of the Chinese textbook has its own characteristics in phonetic tagging, vocabulary and grammar arrangement, but there are still some problems worth paying attention to. We also need to pay more attention to the differences between Chinese and Korean in the aspect of setting up exercises after class. In order to help students master the speaking habits of Chinese in practice, To avoid the negative transfer of their mother tongue. Through the comparison between the Korean version of the Chinese textbook and the domestic one, we find that there are some problems, so we put forward some measures to solve these problems. At the same time, some of their choreography and design are worthy of reference by their domestic counterparts, and can be used for reference in the future compilation of Chinese teaching materials or strategies of teaching Chinese as a foreign language.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：H195.4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前10條

1 陳佩英；Ting Phei Ing;馬來(lái)西亞《一年級(jí)國(guó)小華文》課本的分析[D];中央民族大學(xué);2011年

2 趙羅榮;韓國(guó)普通高中漢語(yǔ)教材分析[D];山東師范大學(xué);2011年

3 范超;韓國(guó)中小學(xué)中國(guó)語(yǔ)協(xié)同教學(xué)模式考察研究[D];黑龍江大學(xué);2011年

4 王宏敏;韓國(guó)孔子學(xué)院中高級(jí)口語(yǔ)課教學(xué)狀況調(diào)查研究[D];東北師范大學(xué);2011年

5 李春梅;中韓兩部11-13歲兒童漢語(yǔ)綜合教材的比較分析[D];東北師范大學(xué);2011年

6 金海巡;韓國(guó)與中國(guó)漢語(yǔ)入門(mén)教材對(duì)比研究[D];河北師范大學(xué);2011年

7 劉曉慧;中韓漢語(yǔ)初級(jí)口語(yǔ)教材比較研究[D];吉林大學(xué);2012年

8 金e，

本文編號(hào)：2002357