| 汉语是世界上运用生齿最多的十年夜说话之一，也是结合国（UN）六年夜官方说话之一。韩中两国建交今后，除经济、社会、文明等方面，在教导方面的交换也在逐步增强。来中国粹习汉语的先生中，韩国留先生占21。8%，居来华留先生数目的第一名。在韩国，第七次教导改造中提出：外语课的教授教养目的重要是造就进修者的说话外交才能。对进修者来讲，教材是接触说话的根本阶段，作用着进修者进修的偏向。今朝，对教材方面的研究结果层见叠出，但年夜部门的研究偏向比拟单一化，如：只针对语音、辞汇、语法等某一方面的研究。本论文的研究偏向重要针对在韩国高中阶段运用的两种教材一中国语Ⅰ，在语音、辞汇、语法方面停止比较剖析。本论文研究的根本配景是韩国第七次教导改造，针对其提出的教导目的，对汉语的语音、辞汇、语法部门停止比拟剖析。本研究的成果重要有两个方面：从教材内容方面来看：第1、增长发音部门的重量。进修一种说话，发音是最基本的，是接触汉语的第一个阶段。对韩国粹习者来讲，汉语发音其实不轻易控制。第2、添加媒体材料。不管是发音、辞汇照样语法，运用多媒体技巧对说话进修很有赞助。如除运用CD光盘和mp3之外，还可以经由过程Adobe Audition或许Cool Edit等软件，依据进修者的程度调剂发音速度，供给准确的发音办法。还可以运用书写汉字的动画片、汉字游戏、成语闪光卡片、听灌音等多种序言、手腕，激起进修者的进修念头，从而进步进修后果。第3、依据进修内容的难易度，公道支配。教材上，每一个单位所供给的辞汇数目及语法点等不平衡的话，会给进修者带来进修压力。另外，还要恰当弥补一些让进修者感兴致的的辞汇。第4、第七次教导改造中划定的根本辞汇中还需对某些生词的意思及词类做具体的说明解释。如多义词或有多种语法功效的辞汇，有时刻进修者猜不出来辞汇的意思，而传授们也会困惑于先教甚么辞汇后教甚么辞汇。斟酌到汉语辞汇这一特色，须要对根本辞汇中辞汇的语法功效及辞汇的意思作具体注解，韩语毕业论文，从而为进修者进修汉语辞汇供给方便。从教材编排来看；第1、先教音调，韩语论文题目，再教韵母和声母。由康寔镇编写的教材（2002）与由朴德俊编写的教材（2002），这两种教材的发音进修次序就分歧，前者的次序是韵母→声母→音调，尔后者是声母→韵母→音调。汉语中音调相当主要，而在韩语中没有音调，是以音调是母语为韩语的汉语进修者的难点之一。所以自己以为进修者应当起首进修音调，再进修根本韵母，最初进修声母，从而逐步地控制汉语的语音。第2、传授语法点方面，须要对辞汇作详细的说明。低级阶段汉语课中的语法点须要斟酌到进修者汉语进修和习得的纪律。如上边提到的两种教材中都没有对代词“我们”和“我们”作辨别。又如“几”和“若干”的差别、“从”和“离”的差别、“二”和“两”的差别等对进修者来讲都是很主要的。而现实教室上也没有零丁上语法课，假如教材中能有所触及，会给汉语进修者供给很年夜的赞助。愿望本研究能对中国语Ⅰ教材的改造立异供给必定的建议，并能为对外汉语教授教养研究中对于汉语教材在韩国的运用情形供给必定的研究素材。 Abstract: Chinese is one of the world's most populous application ten spoke to one of the United Nations (UN), is the eve of the six official to speak of. The two countries established diplomatic relations in the future, in addition to the economic, social, culture and other aspects, in the exchange of teaching has gradually increased. China to learn Chinese in South Korea, leaving Mr. Mr., accounted for 21. In 8%, the number of students coming to China first. In South Korea, the seventh education reform put forward: teaching objective is to create an important foreign language learners to speak to foreign. For learners, teaching is the fundamental stage of contact talk, affect the learners learning bias. Today, the textbook research results emerge in endlessly, but Nianye sector research bias compared to single, such as: only in the voice and speech of vocabulary, grammar is a research. The main important bias in the two textbooks for the application of South Korea high school "language" of a China, stop the comparative analysis on pronunciation, vocabulary, grammar. This paper studies the fundamental background is South Korea seventh teaching reform, according to the proposed teaching purpose of Chinese phonetics, vocabulary, grammar, Department of comparative analysis. The results of this study are two important aspects: from the aspect of teaching content: first, increase the weight of the pronunciation department. The study of a language, pronunciation is the most basic, is the first stage of Chinese language. For Korean learners speaking, Chinese pronunciation is not easy to control. Second, add media materials. Regardless of pronunciation, vocabulary or grammar, the application of multimedia skills is helpful for language learning. In addition to the application of CD such as CD and MP3, also can through the process of Adobe Audition or Cool Edit software, according to the degree of adjustment speed of learners' pronunciation, supply accurate pronunciation way. Can also be used to write Chinese characters cartoons, game of Chinese characters, idioms flash cards, listen to recording a variety of preface, wrist, arouse learners learning motivation, so as to improve the learning outcomes. Third, according to the difficulty of learning content, reasonable control. On the teaching material, each unit supplied vocabulary number and the grammar focus is not balanced, will give learners bring further pressure. In addition, it also need to make up for some of that learners are interested in vocabulary. Fourth, the seventh education reform in the designated basic vocabulary needed for some of the new words meaning and lexical category specific explanations. Such as a variety of polysemous words or grammatical functions of words, there are always learners can not guess the meaning of words, but they will teach to teach what confused as to what to teach vocabulary vocabulary. Considering the characteristics of Chinese vocabulary, the need for specific comments on the basic vocabulary vocabulary grammar and vocabulary meaning effect, so as to learners learning Chinese vocabulary supply convenient. From the view of textbooks; first, teach first teach tones, vowels and consonants. (2002) teaching materials written by Kang Shizhen and written by Pu Dejun textbooks (2002), learning pronunciation order of these two materials is different, the order of the former is a vowel, consonant, tone, while the latter is the initial consonant, vowel and tone. Chinese tone is quite important, but no tones in Korean, in tone is one of the difficulties of native Korean Chinese learners. So that their learners should first study the tone, re learning the basic vowels, initially studying initials, thus gradually to control Chinese speech. Second, teach grammar points and vocabulary to elaborate. The lower stage in the course of Chinese grammar points to the need to consider Chinese learners learning and acquisition discipline. As of two materials mentioned above are not distinguish the pronoun "we" and "us". Another example is "a few" and "several" differences, "from" and "from" the difference, "two" and "two" the difference of learners are very important. And reality, there is no Lingding grammar lessons. If materials can be touched, to learning Chinese suppliers is the eve of the sponsorship. Wish the research can of "Chinese language I Textbook Innovation offers certain suggestions, and for teaching Chinese as a foreign language teaching research about the Chinese teaching materials in South Korea's application to offer certain study material. 目录: |
