發(fā)布時(shí)間：2018-05-16 06:17

  本文選題：對(duì)外漢語(yǔ) + 韓國(guó)高中��； 參考：《東北師范大學(xué)》2012年碩士論文

【摘要】：漢語(yǔ)熱正隨著中國(guó)經(jīng)濟(jì)的發(fā)展迅速在全世界鋪展開(kāi)來(lái)。我們?cè)谙蛉澜缤茝V漢語(yǔ)的同時(shí)，更是對(duì)中國(guó)文化的宣傳和弘揚(yáng)。但是針對(duì)不同國(guó)家不同文化背景的學(xué)生，我們所要采取的教學(xué)內(nèi)容和教學(xué)方法應(yīng)該是不盡相同的。本文根據(jù)在韓國(guó)兩年的實(shí)踐經(jīng)驗(yàn)，圍繞對(duì)韓漢語(yǔ)教學(xué)的中國(guó)文化課，發(fā)現(xiàn)問(wèn)題，解決問(wèn)題。 第一部分主要是進(jìn)行了對(duì)對(duì)外漢語(yǔ)文化教學(xué)的發(fā)展的綜述，從對(duì)外漢語(yǔ)文化教學(xué)的定位、內(nèi)容和方法三個(gè)方面概括總結(jié)了各個(gè)專家學(xué)者的觀點(diǎn)。 第二個(gè)部分主要是從中韓兩國(guó)的歷史淵源出發(fā)，由古至今，介紹了目前漢語(yǔ)教學(xué)在韓國(guó)的發(fā)展情況。 第三個(gè)部分是本文的重心所在，首先是提出在實(shí)踐中發(fā)現(xiàn)的一些問(wèn)題，比如教材中的文化板塊設(shè)計(jì)，中韓兩國(guó)文化差異等方面。然后通過(guò)一些相關(guān)理論和問(wèn)卷調(diào)查，了解問(wèn)題原因所在和找到解決辦法。調(diào)查問(wèn)卷一共有十個(gè)題，其中九個(gè)客觀選擇題，一個(gè)主觀題。問(wèn)題主要設(shè)計(jì)中國(guó)文化課開(kāi)設(shè)的必要性、教學(xué)內(nèi)容以及教學(xué)方法等方面。通過(guò)對(duì)這些調(diào)查結(jié)果的統(tǒng)計(jì)分析，設(shè)計(jì)出一個(gè)適合在韓國(guó)高中實(shí)施的中國(guó)文化課教學(xué)方案，比如很多學(xué)生對(duì)中國(guó)武術(shù)很感興趣，但是教材中的文化板塊并沒(méi)有涉及，那我們應(yīng)該選取一些武術(shù)文化素材，通過(guò)諸如電影和MV(音樂(lè)錄影帶)這些時(shí)下年輕人比較喜歡和接受的方式和媒介介紹給學(xué)生。再把設(shè)計(jì)好的方案運(yùn)用到實(shí)際教學(xué)中，從而收集信息，，進(jìn)行反饋。 第四個(gè)部分主要是反思和總結(jié)，希望在對(duì)外漢語(yǔ)文化教學(xué)中，能正視文化差異，避免文化沖突，同時(shí)也談到了中國(guó)原語(yǔ)民教師在韓國(guó)對(duì)漢語(yǔ)教學(xué)的一些作用。
[Abstract]:With the rapid development of Chinese economy, Chinese craze is spreading all over the world. We promote Chinese to the world, but also to promote and promote Chinese culture. However, for students from different countries and different cultures, the contents and methods of teaching should be different. Based on the practical experience of two years in Korea, this paper focuses on the Chinese culture course of Korean Chinese teaching, finds problems and solves them. The first part summarizes the development of cultural teaching of Chinese as a foreign language, and summarizes the views of various experts and scholars from three aspects: orientation, content and methods of cultural teaching of Chinese as a foreign language. The second part introduces the development of Chinese teaching in Korea from ancient to present. The third part is the focus of this paper, the first is to put forward some problems found in practice, such as the cultural plate design in the textbooks, the cultural differences between China and South Korea, and so on. Then through some relevant theories and questionnaires, understand the causes of the problem and find solutions. There are 10 questions in the questionnaire, including nine objective multiple choice questions and one subjective question. The problem mainly designs the necessity, the teaching content and the teaching method of the Chinese culture course. Through the statistical analysis of the results of these surveys, we have designed a Chinese cultural teaching program suitable for high schools in South Korea. For example, many students are very interested in Chinese martial arts, but the cultural section in the textbooks is not involved. Then we should choose some martial arts culture materials, such as movies and MV (music video), these young people like and accept the way and media to introduce to students. Then the designed scheme is applied to the actual teaching, so as to collect information and carry out feedback. The fourth part is mainly introspection and summary, hoping to face up to cultural differences and avoid cultural conflicts in teaching Chinese as a foreign language. At the same time, it also discusses the role of Chinese native teachers in Chinese teaching in Korea.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G633.3;H195

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