| 最近几年来，跟着中韩两国汉语教导交换的赓续深刻和扩大，汉语课程慢慢在韩国基本教导中树立和完美起来，学术上的结果也非常惹人注视。基于汉韩两种说话在汗青上有着比拟亲密的联系关系，特别是韩语中的汉字词，韩语论文网站，不管在书写、语法、发音等多方面都存在着诸多类似的地方，是以，韩语中的汉字词作为汉语教授教养的一种帮助手腕经常在教室中被频仍运用。但是，汉语和韩语究竟分属两种说话，在漫长的汗青演变中逐步构成了各自的辞汇、语法系统，同时，为了加倍顺应社会的运用需求，也被融入了分歧的时期身分与社会身分。是以，假如将汉韩同形词完整同等起来，免费韩语论文，不加辨别的停止教授教养，一定会招致汉语习得的偏误。今朝，韩国中学汉语教材中存在着必定量的汉韩同形词，而在实际和理论方面却比拟完善。本论文拟将对韩国高中现行6种汉语教材中的汉韩同形词做一体系性的总结，详细剖析其差异及对汉语教授教养行动的详细作用，同时制订迷信公道的汉语教室教授教养办法。在文章构造上，这篇论文包括4个部门。序论部门扼要论述论文研究偏向和中间课题。第一章提出汉韩同形词的概念、分类。第二章对韩国六种汉语教材中的汉韩同形词展开数据统计，并停止比较剖析，指出汉韩同形词对韩国高中生汉语习得的感化与作用。第三章运用汉韩同形词开辟汉语教室新形式。第四章归纳综合性的总结不雅点，并对韩国高中教材中涌现的汉韩同形词教授教养做一瞻望。 Abstract: In recent years, along with China and South Korea Chinese teaching exchange continuously deep and expand, the Chinese curriculum slowly in South Korea's basic teachings to establish and perfect, the academic results are also very provoking gaze. Based on the Chinese and Korean two talk in history has a relatively close relationship, especially the Chinese words in Korean, whether in writing, grammar, pronunciation, and there are many similar places is, Chinese words in Korean, as Chinese teaching a help wrist often in the classroom is frequently used. But Chinese and Korean actually belong to two words, in the long history of evolution gradually formed the their vocabulary, grammar system, at the same time, in order to meet application requirements in double conform to social, has also been integrated into the different period of identity and the social identity. Is to, if the Han Han with the shape of the same word together, do not recognize the cessation of teaching, will lead to the error of Chinese acquisition. At present, the Korean Middle School Chinese Textbooks in the presence of a quantitative Han Han with the word, while in practical and theoretical aspects are relatively perfect. Proposed in this thesis will be of Korean high school present 6 Chinese Textbooks of Chinese and Korean homographs do system summary, a detailed analysis of their similarities and differences and action on Chinese teaching with influence, and to develop the scientific and reasonable Chinese classroom teaching methods. In the structure of the article, this includes 4 departments. The briefly discusses the sector bias and intermediate topics. In the first chapter, the concept and classification of the same word in Chinese and Korean is put forward. In the second chapter, the data statistics of the Han Han in the six Chinese textbooks are analyzed, and the comparison and analysis are also analyzed. The effect and influence of Han Han on the Chinese acquisition of South Korean high school students are pointed out. The third chapter opens up a new form of Chinese classroom with the same form of Chinese and korean. The fourth chapter summarized comprehensive summary of indecent point, and the emerging in the high school textbooks in South Korea and Korean words teaching to do a prospect. 目录: 摘要 4-5 ABSTRACT 5-6 绪论 9-11 0.1 探讨目的及意义 9-10 0.2 探讨范围及措施 10-11 1 汉韩同形词的探讨综述 11-16 1.1 汉韩同形词的概念及特点 11-13 1.1.1 表音功能类似 12 1.1.2 词形相同（不包括简繁变化、异体字等） 12-13 1.1.3 词法功能迥异 13 1.1.4 词义等同、变化或替换 13 1.2 汉韩同形词的分类 13-16 1.2.1 同形同义词 14 1.2.2 同形部分异义词 14-15 1.2.3 同形完全异义词 15-16 2 韩国高中汉语教学中的汉韩同形词对比略论 16-23 2.1 现有教材中汉韩同形词的类、性考察 16-17 2.2 现有教材中对于汉韩同形词习得效果的观察略论 17-23 2.2.1 汉韩同形词习得效果 17-19 2.2.2 观察结论略论 19-23 3 利用汉韩同形词开发汉语课堂新方案 23-43 3.1 由同形词分类角度划分的汉语课堂讲授方案 23-32 3.1.1 由同形同义词划分的讲授方案 24-26 3.1.2 由同形部分异义词划分的讲授方案 26-32 3.2 基于学生习得偏误建立的汉韩同形词讲授方案 32-39 3.2.1 针对语音习得偏误建立的讲授方案 32-33 3.2.2 针对语义习得偏误建立的讲授方案 33-36 3.2.3 针对语法习得偏误建立的讲授方案 36-38 3.2.4 针对语用习得偏误建立的讲授方案 38-39 3.3 对于汉韩同形词课堂教学的几点建议 39-43 3.3.1 提高对汉韩同形词教学的重视 39 3.3.2 强化对汉韩同形词的辨析探讨 39-40 3.3.3 适时进行偏误略论总结 40 3.3.4 鼓励学生利用汉韩同形词拓展词汇 40-41 3.3.5 注意汉韩同形词的语用标准 41 3.3.6 重视文化教学在汉韩同形词教学中的影响 41 3.3.7 以趣味性激发主动性 41-43 结束语 43-44 参考文献 44-45 致谢 45-46 |
