本文關(guān)鍵詞：韓國(guó)全羅南道小學(xué)漢語(yǔ)教材使用情況調(diào)查研究　出處：《沈陽(yáng)師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：筆者于2016年在韓國(guó)全羅南道務(wù)安郡以漢語(yǔ)志愿者教師的身份在三鄉(xiāng)東小學(xué)從事漢語(yǔ)教學(xué)活動(dòng),在教學(xué)實(shí)踐中,發(fā)現(xiàn)漢語(yǔ)教材的使用問(wèn)題是當(dāng)?shù)貪h語(yǔ)教學(xué)中的一個(gè)突出問(wèn)題。因此,本文以當(dāng)?shù)貪h語(yǔ)教材的使用情況為研究對(duì)象,采用問(wèn)卷調(diào)查和訪談結(jié)合的方式,調(diào)查了當(dāng)?shù)?0位教師所在學(xué)校對(duì)教材的使用情況,分析當(dāng)?shù)貪h語(yǔ)教材在使用中存在的問(wèn)題及原因,最后根據(jù)調(diào)查分析對(duì)改善教材使用情況提出可行的建議。本文主要分為五個(gè)部分。第一部分是緒論,主要介紹本文的研究意義、研究現(xiàn)狀、研究方法。根據(jù)筆者對(duì)相關(guān)研究的整理,發(fā)現(xiàn)大多數(shù)學(xué)者在對(duì)外漢語(yǔ)教材方面的研究主要致力于對(duì)教材的編寫的研究或者是編寫的教材的研究,較少的學(xué)者會(huì)關(guān)注教材在使用中的效果。在本文中,筆者結(jié)合自身的對(duì)外漢語(yǔ)教學(xué)實(shí)踐針對(duì)教材使用情況作出調(diào)查分析。第二部分是本文的研究基礎(chǔ),主要是對(duì)韓國(guó)全羅南道小學(xué)漢語(yǔ)教材使用情況的調(diào)查結(jié)果的分析。本次主要調(diào)查了學(xué)校、教師、學(xué)生對(duì)教材的使用情況,調(diào)查結(jié)果顯示:不同學(xué)校使用不同數(shù)量、不同種類的教材;教師根據(jù)需要選取部分教材教材種類、教材內(nèi)容授課;學(xué)生沒有使用漢語(yǔ)教材。第三部分是對(duì)韓國(guó)全羅南道小學(xué)漢語(yǔ)教材使用中存在的問(wèn)題進(jìn)行分析。根據(jù)分析,筆者發(fā)現(xiàn)當(dāng)?shù)亟滩脑谑褂弥写嬖谝韵聠?wèn)題:不同學(xué)校對(duì)教材的使用差異較大;教師在教材的使用上主觀性較強(qiáng);學(xué)生沒有教材,對(duì)教學(xué)內(nèi)容無(wú)法進(jìn)行課前預(yù)習(xí)和有效的復(fù)習(xí),只能通過(guò)教師短暫的課堂教學(xué)吸收教學(xué)內(nèi)容。第四部分是對(duì)韓國(guó)全羅南道小學(xué)漢語(yǔ)教材使用中存在問(wèn)題的原因進(jìn)行分析。通過(guò)分析發(fā)現(xiàn):教育職能部門在教材使用上缺乏規(guī)范、在教材配備上財(cái)政投入不夠,學(xué)校對(duì)教材使用缺乏規(guī)范,教師對(duì)教材使用認(rèn)識(shí)不足以及教材在編寫上的適用性問(wèn)題,是影響當(dāng)?shù)貪h語(yǔ)教材在使用中出現(xiàn)問(wèn)題的重要原因。第五部分是為了改善韓國(guó)全羅南道小學(xué)漢語(yǔ)教材在使用中出現(xiàn)的問(wèn)題,立足于前文關(guān)于當(dāng)?shù)亟滩氖褂玫脑蚍治?本文結(jié)合筆者的教學(xué)經(jīng)驗(yàn)以及參考相關(guān)文獻(xiàn)從教材使用、編寫兩方面提出建議。具體建議為:在教材使用方面,教育職能部門制定可行的教材使用標(biāo)準(zhǔn),同時(shí),加大對(duì)教材配備的財(cái)政支持;學(xué)校加強(qiáng)對(duì)教材使用的監(jiān)管與測(cè)評(píng),教師提升對(duì)教材使用的認(rèn)識(shí);在教材編寫方面,加強(qiáng)中外合作,編寫出適合當(dāng)?shù)貪h語(yǔ)教學(xué)環(huán)境并與當(dāng)?shù)匚幕嘟Y(jié)合的漢語(yǔ)教材。
[Abstract]:In 2016, the author engaged in Chinese teaching activities in Sanxiang Dong Primary School as a Chinese volunteer teacher in South Korea. It is found that the use of Chinese teaching materials is a prominent problem in local Chinese teaching. Therefore, this paper takes the use of local Chinese teaching materials as the research object, using the method of questionnaire and interview. This paper investigates the use of teaching materials in 30 local teachers' schools and analyzes the problems and causes in the use of local Chinese teaching materials. Finally, according to the investigation and analysis to improve the use of teaching materials put forward feasible suggestions. This paper is divided into five parts. The first part is the introduction, mainly introduces the significance of this study, research status. Research methods. According to the author of the relevant research, found that most scholars in the study of Chinese as a foreign language teaching materials are mainly devoted to the compilation of textbooks or the preparation of the study of textbooks. Less scholars will pay attention to the effect of teaching materials in the use of. In this paper, the author combined with their own teaching practice of teaching Chinese as a foreign language to make an investigation and analysis of the use of textbooks. The second part is the research basis of this paper. It is mainly the analysis of the results of the investigation on the use of Chinese textbooks in the South Korean elementary school. This survey mainly investigates the use of the textbooks in schools, teachers and students. The results show that: different schools use different quantities and different kinds of teaching materials; According to the need, teachers choose some kinds of teaching materials, teaching materials content; Students did not use Chinese textbooks. The third part is to analyze the problems existing in the use of Chinese textbooks in South Korea. According to the analysis. The author found that the use of local textbooks has the following problems: different schools have great differences in the use of teaching materials; Teachers have strong subjectivity in the use of teaching materials; Students do not have teaching materials, teaching content can not be prepared before class and effective review. The 4th part is an analysis of the causes of the problems in the use of Chinese teaching materials in the South Korean primary school. Through the analysis, the author finds that:. There is a lack of standardization in the use of teaching materials in the educational functional departments. Inadequate financial input in the provision of teaching materials, the lack of school standards for the use of teaching materials, teachers lack of understanding of the use of teaching materials and the applicability of textbooks in the preparation of the problem. The 5th part is to improve the use of Chinese teaching materials in the whole Romando primary school in South Korea problems in the use of the important reasons for the impact of local Chinese teaching materials in the use of the problem. Based on the previous analysis of the reasons for the use of local textbooks, this paper combined with the author's teaching experience and reference literature from the use of teaching materials, the preparation of two aspects of advice. Specific suggestions: in the use of teaching materials. The educational function department formulates the feasible textbook use standard, at the same time, increases the financial support to the textbook equips; The school strengthens the supervision and the appraisal to the textbook use, the teacher promotes the understanding to the textbook use; In the aspect of compiling teaching materials, we should strengthen the cooperation between China and foreign countries and compile Chinese teaching materials suitable for local Chinese teaching environment and combine with local culture.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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