本文關(guān)鍵詞：韓國(guó)CPIK教師漢語(yǔ)課漢語(yǔ)文化教學(xué)研究　出處：《河北大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 對(duì)外漢語(yǔ) 文化教學(xué) CPIK項(xiàng)目 學(xué)生特點(diǎn) 文化因素

【摘要】：本文結(jié)合筆者在韓國(guó)的實(shí)際教學(xué)經(jīng)驗(yàn),以學(xué)生特點(diǎn)為基礎(chǔ)對(duì)韓國(guó)Chinese Program In Korea(漢語(yǔ)項(xiàng)目在韓國(guó),簡(jiǎn)稱(chēng)“CPIK”)項(xiàng)目中教師漢語(yǔ)課文化教學(xué)相關(guān)問(wèn)題進(jìn)行研究,指出存在的問(wèn)題,并相應(yīng)地提出了改進(jìn)措施。CPIK教師漢語(yǔ)課的學(xué)習(xí)者是韓國(guó)中小學(xué)教師,本文對(duì)他們進(jìn)行了問(wèn)卷調(diào)查。調(diào)查結(jié)果顯示,他們文化背景統(tǒng)一,受過(guò)良好的教育,有著豐富的教學(xué)經(jīng)驗(yàn),且年齡偏大,有著豐富的人生閱歷,對(duì)漢語(yǔ)文化比較感興趣并且了解較深,但是由于學(xué)習(xí)漢語(yǔ)的時(shí)間較短,大多數(shù)學(xué)習(xí)者仍處于漢語(yǔ)初級(jí)階段。在此基礎(chǔ)上,本文從文化因素教學(xué)和文化知識(shí)教學(xué)兩方面對(duì)CPIK教師漢語(yǔ)課的文化教學(xué)進(jìn)行分析。關(guān)于文化因素教學(xué),本文運(yùn)用定性與定量相結(jié)合的分析方法,對(duì)其進(jìn)行了統(tǒng)計(jì)分析,之后又將其與對(duì)外漢語(yǔ)文化因素教學(xué)的內(nèi)容進(jìn)行了比較。相關(guān)教學(xué)內(nèi)容主要來(lái)自于教材和補(bǔ)充這兩方面,由于所使用教材是韓國(guó)本土自編的漢語(yǔ)教材,其中融合了韓國(guó)人語(yǔ)言教材編寫(xiě)的理念,因此現(xiàn)有教材不重視漢語(yǔ)文化內(nèi)容的編寫(xiě),文化知識(shí)涵蓋面窄、量少、相對(duì)滯后;對(duì)于補(bǔ)充文化知識(shí)來(lái)說(shuō),由于漢語(yǔ)教師文化素養(yǎng)不夠,內(nèi)容選取隨意混亂,不成知識(shí)體系。就其教學(xué)方式來(lái)說(shuō),現(xiàn)階段該課程照搬CPIK學(xué)生課文化因素教學(xué)的模式和形式,教學(xué)方式不具有針對(duì)性。針對(duì)上述教學(xué)存在的問(wèn)題,在教學(xué)內(nèi)容方面,本文以目前教師漢語(yǔ)課文化因素教學(xué)內(nèi)容為基礎(chǔ)并結(jié)合前人相關(guān)的研究理論總結(jié)了《CPIK教師漢語(yǔ)課(初級(jí)階段)文化因素教學(xué)內(nèi)容列表》(以下簡(jiǎn)稱(chēng)“列表”),希望能為對(duì)外漢語(yǔ)初級(jí)階段文化因素教學(xué)大綱的制定提供參考�！读斜怼芬猿橄笪幕瘍�(nèi)容為標(biāo)準(zhǔn),以學(xué)習(xí)者特點(diǎn)為基礎(chǔ),來(lái)選取文化因素教學(xué)內(nèi)容——文化詞匯、文化功能項(xiàng)及中華背景知識(shí)。在目前學(xué)界沒(méi)有統(tǒng)一文化因素教學(xué)大綱的情況下,朱緹緹《對(duì)外漢語(yǔ)初級(jí)階段文化因素簡(jiǎn)綱》(簡(jiǎn)稱(chēng)“簡(jiǎn)綱”)的提出屬首次,《簡(jiǎn)綱》以客觀抽象的文化為內(nèi)容,對(duì)初級(jí)階段的漢語(yǔ)文化教學(xué)內(nèi)容進(jìn)行了總結(jié),其涉及的文化面較為廣泛�！读斜怼放c《簡(jiǎn)綱》以抽象文化為內(nèi)容不同的是,《列表》在文化內(nèi)容的指導(dǎo)下以文化詞匯、文化功能項(xiàng)等具體文化物質(zhì)載體為內(nèi)容,將文化因素內(nèi)容的教與學(xué)明確到了詞匯、功能項(xiàng)上。在教學(xué)方式的選取方面,針對(duì)學(xué)生韓國(guó)成人漢語(yǔ)教師這一特點(diǎn),本文提出了文化對(duì)比及文化討論的教學(xué)思路、教學(xué)方式。本文關(guān)于文化知識(shí)教學(xué)的分析,主要集中在體驗(yàn)型文化知識(shí)教學(xué)的必要性探討上。本文從對(duì)外漢語(yǔ)文化教學(xué)目標(biāo)和體驗(yàn)型文化知識(shí)教學(xué)的實(shí)踐狀況兩方面論證了體驗(yàn)型文化知識(shí)教學(xué)的必要性;除此之外,本文也介紹了教師漢語(yǔ)課體驗(yàn)型漢語(yǔ)文化知識(shí)教學(xué)的幾種形式。最后,CPIK教師漢語(yǔ)課教學(xué)的重點(diǎn)和難點(diǎn)集中在文化教學(xué)上面,并且文化教學(xué)需要解決的首要問(wèn)題就是教學(xué)內(nèi)容和教學(xué)方法存在的問(wèn)題。
[Abstract]:Combined with the author's practical teaching experience in South Korea, this paper analyzes the Chinese Program in Korea based on the characteristics of students. In short, "CPIK") project, teachers of Chinese text teaching related problems are studied, pointing out the existing problems. Accordingly, the improvement measures are put forward. The learners of CPIK Chinese course are Korean primary and middle school teachers. This paper makes a questionnaire survey on them. The results show that they have a unified cultural background. Have a good education, have rich teaching experience, and older, have a wealth of life experience, more interested in Chinese culture and have a deeper understanding, but because of the short time to learn Chinese. Most of the learners are still in the primary stage of Chinese. On this basis, this paper analyzes the cultural teaching of CPIK teachers from the two aspects of cultural factor teaching and cultural knowledge teaching. In this paper, the method of qualitative and quantitative analysis is used to make statistical analysis. Then it is compared with the teaching content of cultural factors as a foreign language. The related teaching content mainly comes from the textbooks and supplements, because the textbooks used are self-compiled Chinese textbooks in Korea. Therefore, the existing textbooks do not attach importance to the compilation of Chinese cultural content, cultural knowledge coverage is narrow, less quantity, relatively lagging; For supplementary cultural knowledge, due to the lack of cultural literacy of Chinese teachers, the content of random chaos, do not form a knowledge system, as far as its teaching methods. At the present stage, the teaching mode and form of CPIK students' cultural factors are copied, and the teaching methods are not targeted. In view of the problems in the above teaching, the teaching contents are also discussed. Based on the current teaching content of cultural factors in Chinese class for teachers and combined with previous relevant research theories, this paper summarizes the "list of Cultural factors Teaching contents of CPIK Teachers' Chinese course (Primary stage)" (. Hereinafter referred to as "list"). The author hopes to provide a reference for the formulation of the syllabus of cultural factors in the primary stage of TCSL. < Table > takes abstract cultural content as the standard and takes the characteristics of learners as the basis. To select the cultural factors teaching content-cultural vocabulary, cultural function items and Chinese background knowledge. In the current academic circle there is no unified cultural factors teaching syllabus. The brief outline of Cultural factors in the Primary stage of Chinese as a Foreign language (abbreviated as "brief outline") was put forward for the first time. Taking objective and abstract culture as the content, Zhu Titi summarized the teaching content of Chinese culture in the primary stage. It involves a wide range of cultures. < list > is different from "outline" in abstract culture. < list > is cultural vocabulary under the guidance of cultural content. Cultural function items and other specific cultural material carrier for the content of cultural elements of the teaching and learning of the clear vocabulary, functional items. In the selection of teaching methods, aimed at the students of Korean adult Chinese teachers this feature. This paper puts forward the teaching ideas and teaching methods of cultural contrast and cultural discussion, and analyses the teaching of cultural knowledge in this paper. This paper demonstrates the necessity of experiential cultural knowledge teaching from two aspects: the goal of cultural teaching and the practical situation of experiential cultural knowledge teaching. In addition, this paper also introduces several forms of Chinese cultural knowledge teaching for Chinese teachers. Finally, the emphasis and difficulties of CPIK teachers' Chinese teaching are focused on culture teaching. And the most important problem that culture teaching needs to solve is the problem of teaching content and teaching method.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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