本文選題：初級(jí)詞匯教學(xué) + 韓國(guó)本土教師�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：近年來(lái),針對(duì)對(duì)外漢語(yǔ)詞匯教學(xué)理論與具體教學(xué)案例的研究不斷增加,詞匯教學(xué)的重要性愈加顯著。目前,對(duì)外漢語(yǔ)教學(xué)不再局限于高校課堂,世界各地出現(xiàn)了不少本地教師創(chuàng)辦的漢語(yǔ)輔導(dǎo)機(jī)構(gòu)。特別是韓國(guó),由于與中國(guó)同屬亞洲文化圈,且漢語(yǔ)學(xué)習(xí)需求量大,因此隨著“漢語(yǔ)熱”在韓的不斷升溫,校外漢語(yǔ)學(xué)院應(yīng)運(yùn)而生,且數(shù)量不斷增加�；诖祟悓W(xué)院學(xué)生的實(shí)際情況,以初級(jí)班學(xué)生為主,該學(xué)院的教學(xué)目標(biāo)是在短時(shí)間內(nèi)讓學(xué)生達(dá)到從入門到基本會(huì)話的水平,其中詞匯的習(xí)得是重點(diǎn),而如何提高學(xué)生的詞匯習(xí)得率,需要從教師的教學(xué)方法出發(fā)。該學(xué)院每年都會(huì)有新的來(lái)韓漢語(yǔ)教師與本土教師共同教學(xué),故本次研究以此為切入點(diǎn),以兩名教師作為研究對(duì)象,一名韓國(guó)本土教師,一名來(lái)韓漢語(yǔ)教師,運(yùn)用課堂觀察、實(shí)驗(yàn)與訪談的形式比較分析兩者在初級(jí)階段詞匯教學(xué)方法上的異同,并從學(xué)生角度反觀韓、中老師的詞匯教學(xué)效果,得到了以下結(jié)論:1.兩者的優(yōu)勢(shì):(1)本土教師的優(yōu)勢(shì)在于能發(fā)現(xiàn)詞匯教學(xué)中的重難點(diǎn),針對(duì)性比較強(qiáng),并且在語(yǔ)音階段,母語(yǔ)翻譯法的使用比較符合韓國(guó)學(xué)生的學(xué)習(xí)需求;來(lái)韓教師的教學(xué)方式更加靈活,聽(tīng)力會(huì)話水平高于本土教師的學(xué)生。(2)兩者都意識(shí)到了教學(xué)的階段性,不斷加大對(duì)學(xué)生的漢語(yǔ)輸入,善于歸納總結(jié),在句型操練中練習(xí)詞匯。(3)兩者對(duì)不同性質(zhì)的詞匯所用方法比較固定,學(xué)生也容易接受。2.兩者的問(wèn)題:(1)本土教師母語(yǔ)翻譯法的過(guò)多使用導(dǎo)致學(xué)生的聽(tīng)說(shuō)讀寫發(fā)展不平衡。來(lái)韓教師在強(qiáng)調(diào)開(kāi)口度的同時(shí)忽略了虛詞的講解,學(xué)生對(duì)此詞的理解有些模糊。(2)兩者的詞匯教學(xué)方式都比較中規(guī)中矩,如何將詞匯教學(xué)和漢字教學(xué)更有趣地結(jié)合起來(lái),還有待創(chuàng)新。最后,筆者針對(duì)出現(xiàn)的問(wèn)題分析原因并提出了自己的解決措施,對(duì)教師和學(xué)生都給出了相應(yīng)的建議,希望來(lái)韓的年輕教師能從中能得到相關(guān)的啟發(fā),讓此類學(xué)院更好地發(fā)展下去。
[Abstract]:In recent years, the research on vocabulary teaching theory and specific teaching cases has been increasing, and the importance of vocabulary teaching has become more and more significant. At present, the teaching of Chinese as a foreign language is no longer confined to the classroom of colleges and universities, and there are many Chinese tutoring institutions established by local teachers all over the world. Especially in South Korea, because it belongs to the same Asian cultural circle as China, and the demand for learning Chinese is great, with the continuous heating up of "Chinese craze" in South Korea, the Chinese Academy of Chinese emerges at the historic moment, and the number is increasing. Based on the actual situation of the students in this kind of college, the junior students are the main students. The teaching goal of the college is to enable the students to reach the level from the beginning to the basic conversation in a short period of time, in which the acquisition of vocabulary is the key point. However, how to improve students' vocabulary acquisition rate should be based on teachers' teaching methods. Every year, there are new Chinese teachers coming to Korea to teach together with local teachers, so this study takes this as a starting point and takes two teachers as the object of study, a Korean native teacher and a Korean Chinese teacher, using classroom observation. The forms of experiment and interview compare and analyze the similarities and differences of the two methods in the primary stage of vocabulary teaching, and from the point of view of the students, the effect of vocabulary teaching in Korean and middle school teachers is compared, and the following conclusion is drawn: 1. The advantages of native teachers are that they can find out the difficulties in vocabulary teaching and have strong pertinence, and in the phonetics stage, the use of mother tongue translation method is more in line with the learning needs of Korean students; Laihan teachers' teaching methods are more flexible, and students who have a higher level of listening and conversation than native teachers.) both of them are aware of the stages of teaching, constantly increasing the input of Chinese to students and being good at summing up and summing up. In the practice of sentence pattern practice vocabulary. 3) both of the different characteristics of the vocabulary used by the method is relatively fixed, students are also easy to accept. 2. The overuse of native teachers' mother tongue translation method leads to the imbalance of students' development of listening, speaking, reading and writing. Teacher Laihan has neglected the explanation of function words while emphasizing the degree of opening. The students' understanding of the word is somewhat vague.) the vocabulary teaching methods of both are more regular. How to combine vocabulary teaching with Chinese character teaching is more interesting. There is still room for innovation. Finally, the author analyzes the causes of the problems and puts forward his own measures to solve the problems, and gives corresponding suggestions to both teachers and students, hoping that the young teachers who come to Korea can get relevant inspiration from them. Let such colleges develop better.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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