本文選題：協(xié)同備課　切入點：協(xié)同教學　出處：《廣西師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：韓國漢語課堂近年來興起協(xié)同教學模式,其對漢語備課與教學產生了全方位的影響。備課決定著課堂教學的實施以及實施質量的高低。本文主要是以中韓協(xié)同教學為背景,討論教師協(xié)同備課的意義、內容、實施步驟。 1.“協(xié)同備課”,需要兩位或多位教師在相同的時空,根據教學大綱針對相同的學生、教材,合作、討論即將要教授的課程、學生的需求以及教授的方法并形成教案。兩位甚至多位教師要在協(xié)同中相互學習、優(yōu)勢互補,做好學生、教材和教法的分析,找到更科學的上課方式。 2.相較于‘單獨備課’,‘協(xié)同備課’有下列優(yōu)勢。首先,協(xié)同備課易于發(fā)現(xiàn)“備課盲點”；其次,協(xié)同備課能將教學資料、教學資源準確地與學生對接；再次,協(xié)同備課能夠帶來教學法的多變；最后,在協(xié)同備課的過程中能夠讓雙方教師在工作過程共同成長。 3.協(xié)同備課需要從“學生”“教材”“教學法”入手�！皡f(xié)同備學生”時由于韓國教師對于學生的動機、水平、民族心理等因素更加了解,需要其作出對于學習材料的選擇和判斷；而中國教師應該針對學生的興趣,將有吸引力的學習材料呈現(xiàn)給學生�！皡f(xié)同備教材”過程中,韓國教師對于教學大綱、教材、課程資源等方面認識更清晰,而中國教師能夠突出教材中的重難點和興趣因素,減少學生畏難情緒、增加學習動力�！皡f(xié)同備教學法”要發(fā)揮“協(xié)同備課”教師之間的溝通優(yōu)勢,即語言環(huán)境的創(chuàng)造、思想交流的自然頻繁、教學評價的多樣化等等,中國教師的語言優(yōu)勢加上韓國教師的配合與引導全面培養(yǎng)學生,注重其發(fā)展。 本文希望通過理論與實踐結合的方式,整合出適應于“韓國漢語協(xié)同教學”的“協(xié)同備課”策略,以求“協(xié)同教學”和“協(xié)同備課”研究的細致化、專門化。
[Abstract]:In recent years, the cooperative teaching mode has emerged in Korean Chinese classroom, which has a comprehensive influence on the preparation and teaching of Chinese, which determines the implementation and quality of classroom teaching. This paper mainly takes the cooperative teaching between China and Korea as the background. This paper discusses the significance, content and implementation steps of teachers' collaborative lesson preparation. 1. "Collaborative lesson preparation" requires two or more teachers to work together to discuss the courses to be taught according to the syllabus for the same students, according to the syllabus, in the same time and space. Two or more teachers should learn from each other in coordination, complement each other, do well in the analysis of students, textbooks and teaching methods, and find more scientific teaching methods. 2. Compared with 'preparing lessons alone', collaborative preparation has the following advantages. First, collaborative preparation is easy to find "lesson preparation blind spots"; second, collaborative lesson preparation can accurately connect teaching materials and teaching resources with students; thirdly, the following advantages can be obtained: first, collaborative lesson preparation is easy to find "lesson preparation blind spots"; second, collaborative lesson preparation can accurately connect teaching materials and teaching resources with students. Collaborative lesson preparation can bring the variety of teaching methods; finally, in the process of collaborative lesson preparation, both teachers can grow together in the working process. 3. "students", "teaching materials" and "teaching methods" should be taken as the starting point of collaborative lesson preparation. Korean teachers need to choose and judge the learning materials because of their better understanding of students' motivation, level, national psychology and so on. While Chinese teachers should aim at students' interests and present attractive learning materials to students. During the process of "collaborative preparation of teaching materials," Korean teachers have a clearer understanding of the syllabus, textbooks, curriculum resources, etc. The Chinese teachers can highlight the difficulties and interest factors in the textbooks, reduce the students' fear of difficulties and increase their learning motivation. The "collaborative preparation teaching method" should give play to the communication advantages among the teachers, that is, the creation of language environment. The natural frequent exchange of ideas, the diversity of teaching evaluation and so on. The Chinese teachers' language superiority and the cooperation and guidance of Korean teachers can train students in an all-round way and pay attention to their development. By combining theory with practice, this paper hopes to integrate the strategy of "collaborative lesson preparation", which is suitable for "cooperative teaching of Korean Chinese", in order to make the research of "collaborative teaching" and "collaborative lesson preparation" more detailed and specialized.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

【參考文獻】

相關期刊論文 前10條

1 傅索雅;談談對外漢語教學中的課堂提問[J];北京廣播電視大學學報;2002年01期

2 張和生;;對外漢語教師素質與培訓研究的回顧與展望[J];北京師范大學學報(社會科學版);2006年03期

3 王天舒;;對外漢語教學備課策略淺談[J];北方文學(下半月);2012年06期

4 劉博;;外語教學中的提問行為策略[J];黑龍江教育(高教研究與評估);2006年Z1期

5 裴景瑞;韓書;;中韓雙師協(xié)同教學與多媒體運用現(xiàn)狀及改進策略[J];衡水學院學報;2008年06期

6 黃國文;交際能力與交際語言教學[J];基礎教育外語教學研究;2000年01期

7 劉曉雨;;提問在對外漢語課堂教學中的運用[J];世界漢語教學;2000年01期

8 陸儉明;;漢語教員應有的意識[J];世界漢語教學;2005年01期

9 馮娟;;中韓漢語教師協(xié)同教學的問題與對策[J];陜西青年職業(yè)學院學報;2011年02期

10 郭振華;對外漢語教學中的幾個問題[J];語言文字應用;1998年04期

相關碩士學位論文 前5條

1 倪佳;對外漢語教學有效備課的策略[D];浙江大學;2010年

2 范超;韓國中小學中國語協(xié)同教學模式考察研究[D];黑龍江大學;2011年

3 周幼林;協(xié)同教學在小學英語教學中的應用研究[D];重慶師范大學;2006年

4 李翠華;合作教學中的師師互動研究[D];山東師范大學;2007年

5 邢丹平;協(xié)同教學實施模式的構建和應用研究[D];上海師范大學;2008年

，

本文編號：1620156