本文選題：對韓漢語教學(xué) + 綜合課教學(xué)��； 參考：《渤海大學(xué)》2015年碩士論文

【摘要】：21世紀(jì)以來,漢語在世界范圍內(nèi)語言影響力逐漸提升。越來越多的外國友人不僅對中華文化產(chǎn)生了濃厚的興趣,還將漢語作為第二語言來學(xué)習(xí)。隨著各國各界對漢語的學(xué)習(xí)熱情日漸高漲,中外語言專家學(xué)者開始將注意力集中于對外漢語教學(xué)實踐研究之中。韓國是中國的近鄰,兩國在歷史上有著千絲萬縷的聯(lián)系。近年來,越來越多的韓國人開始學(xué)習(xí)漢語,這就為對外漢語教學(xué),特別是對韓漢語教學(xué)工作提出了更高的要求。對韓漢語綜合課教學(xué)一直都是對韓漢語教學(xué)界研究的重點、難點和熱點。本研究主要以克拉申輸入假說、韓禮德的“系統(tǒng)功能語法”和“語篇功能”在內(nèi)的對外漢語教育理論為基礎(chǔ)。以教材類型與教學(xué)需求相適應(yīng)、語言運(yùn)用能力為先、語法教學(xué)有效化、漢字教學(xué)規(guī)律化興趣化、學(xué)生為主教師為輔的教學(xué)原則為指導(dǎo)。以韓國語言文化環(huán)境為教學(xué)背景。以渤海大學(xué)韓國分院預(yù)科班漢語綜合課教學(xué)為研究對象。針對目前對韓漢語綜合課實際教學(xué)中存在的忽略詞匯使用規(guī)律、忽略語法教學(xué)深淺度、課文教學(xué)講授方式單一、漢字教學(xué)缺乏系統(tǒng)性、課后練習(xí)題缺乏有效性等問題,提出對韓漢語綜合課課堂教學(xué)策略,并將教學(xué)策略和建議用理論闡述和設(shè)計教學(xué)實例的方式表現(xiàn)出來。
[Abstract]:Since the 21 st century, the influence of Chinese language in the world has gradually increased.More and more foreign friends are not only interested in Chinese culture, but also learn Chinese as a second language.With the increasing enthusiasm for learning Chinese from all over the world, Chinese and foreign language experts and scholars began to focus on the practice of teaching Chinese as a foreign language.South Korea is China's close neighbor, the two countries in the history of inextricably linked.In recent years, more and more Korean people begin to learn Chinese, which puts forward higher requirements for teaching Chinese as a foreign language, especially for Korean Chinese teaching.The teaching of Korean-Chinese comprehensive course has always been the focus, difficulty and hotspot of Korean-Chinese teaching.This study is based on the Krashen input hypothesis, Halliday's systematic functional Grammar and discourse function.It is guided by the teaching principle that the teaching material type is adapted to the teaching demand, the language application ability is the first, the grammar teaching is effective, the Chinese character teaching law is interested, and the students are the main teachers.Take the Korean language and culture environment as the teaching background.Taking the Chinese comprehensive course teaching in the preparatory course of Korea Branch of Bohai University as the research object.In view of the problems existing in the actual teaching of Korean and Chinese comprehensive courses, such as ignoring the rules of vocabulary use, neglecting the depth of grammar teaching, the single teaching method of text teaching, the lack of systematic teaching of Chinese characters, the lack of effectiveness of exercises after class, etc.This paper puts forward the classroom teaching strategies for Korean and Chinese comprehensive courses, and presents the teaching strategies and suggestions in the way of theoretical elaboration and design of teaching examples.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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