| 笔者于2012年4月至2013年4月在韩国全罗南道务安郡南岳小学任教时代，对全罗南道地域的小学汉语教授教养状态停止了查询拜访，对语音教授教养现状和以后存在的成绩停止了描述，剖析了成绩亟需改正的缘由，提出了响应的教授教养对策。本文重要分为四章，第一章联合查询拜访问卷引见和剖析了全罗南道地域小学汉语教授教养的展开状态，指出在语音教授教养方面，以后存在的重要成绩是韩国校方对汉语拼音教授教养的主要性熟悉缺乏，广泛建议中国教员在教授教养中躲避汉语拼音，主意用韩文字母标注汉语语音。第二章经由过程与国际音标的分离对比，韩语论文网站，论证了汉语和韩语语音体系存在较年夜差别，韩语论文题目，剖析了以韩文字母标注汉语语音会招致很多负迁徙成绩，从而证实以韩文字母标注汉语语音的做法在小学汉语语音教授教养阶段弗成行，会招致先生涌现语音不标准乃至语音偏误，不只作用以后的进修后果，也会妨害往后的持续进修。第三章经由过程征引症结期实际和剖析韩国小先生的音素拼合才能，联合现实教授教养案例阐述了在韩国小学汉语教授教养中贯彻汉语拼音教授教养的可行性，解释在汉语教授教养中应当保持拼音教授教养，摒弃以本国注音字母取代或标识汉语拼音的做法。第四章从重申汉语拼音在韩国小学汉语语音教授教养中的弗成或缺性动手，主意教授教养中要防止运用韩文注音字母，又从灵巧制订拼音教授教养筹划，迷信肯定语音教授教养重难点并制订教授教养对策，选择适合的语音教授教养法，肯定合适的声韵母教授教养次序和变通处置汉语拼音计划中的改写、省写规矩等五个角度，提出了针对韩国小先生的汉语语音教授教养战略。 Abstract: The author in April 2012 to April 2013 in South Jeolla Province, South Korea provided gun Nanyue primary school age to teach, the region of South Jeolla province of primary school Chinese teaching condition to carry on the investigation, to describe the speech teaching present situation and future of achievements, analyzed the performance need to correct the reason, and puts forward the Teaching Countermeasures of response. This paper is divided into four chapters, first chapter union query visit questionnaire introduction and analysis of the Jeolla Namdo area elementary school Chinese teaching from the unfolded state. It is pointed out that in voice teaching, the existence of important achievements is the authorities of South Korea to Chinese Pinyin teaching familiar with the lack of, broad recommendations for Chinese teachers in teaching to avoid the Pinyin, idea of Korean letters marked with Chinese phonetic. In the second chapter, through comparison of separation process and the international phonetic alphabet, demonstrates the Chinese and Korean phonetic system there is a big difference, analyzes in Korean letters marked with Chinese phonetic will lead to many negative migration results, thus confirming the Korean alphabet marked the practice of Chinese speech in Chinese elementary school language teaching stage Eph lined, causes the student to the emergence of pronunciation is not standard and speech errors, not only affect the future study consequences, impairing the back of continuing education. In the third chapter, through process quoted the crux of the actual and analysis of South Korean little Mr. phonemic split to, combined with practical teaching case describes the in the Korean elementary school Chinese language teaching implement the feasibility of Chinese Pinyin teaching, the explanation in Chinese teaching should keep the phonetic teaching and abandon national phonetic alphabet to replace or Chinese phonetic identification. The fourth chapter stressed on the Chinese Pinyin in the Korean elementary school Chinese phonetic teaching Eph into or lack of hands-on, idea of teaching to prevent the application of Korean phonetic alphabet, and from the dexterous formulate Pinyin teaching planning, superstition certainly heavy and difficult speech teaching and to develop teaching strategies, to choose a proper pronunciation teaching method, affirmed the right of the vowel sound teaching order and flexible disposal "scheme for the Chinese phonetic alphabet" in the rewriting, province to write rules of five angle proposed for Korean students Chinese pronunciation teaching strategy. 目录: 摘要 4-5 Abstract 5-6 引言 9-14 0.1、选题缘起及意义 9-10 0.2、相关探讨综述 10-12 0.3、探讨对象和探讨措施 12-14 第一章 韩国全罗南道小学汉语教学近况 14-21 1.1 韩国全罗南道小学汉语教学地位 14-15 1.2 韩国全罗南道小学汉语教学开展情况 15-21 1.2.1 总体情况介绍 15-16 1.2.2 调查问卷的设置和略论 16-19 1.2.3 全罗南道小学校方对汉语拼音教学的态度解析 19-21 第二章 汉韩语音系统的对比与略论 21-33 2.1 汉韩语音系统概貌 21-22 2.2 汉韩语音系统异同 22-25 2.2.1 汉语拼音与国际音标对照 22-23 2.2.2 韩文字母与国际音标对照 23 2.2.3 汉语和韩语的语音异同略论 23-25 2.3 用韩文字母为汉语单韵母注音的负迁移问题 25-27 2.3.1 “相同音”的问题 25 2.3.2 “不同音”的问题 25-27 2.4 用韩文字母为汉语声母注音的负迁移问题 27-33 2.4.1 “相同音”的问题 27-28 2.4.2 “近似音”的问题 28-29 2.4.3 “不同音”的问题 29-33 第三章 韩国小学汉语拼音教学的必要性与可行性 33-44 3.1 由“关键期”理论看韩国小学生学习汉语拼音的必要性 33-35 3.1.1 “关键期”理论概述 33-34 3.1.2 “关键期”理论在韩国小学汉语教学中的体现 34-35 3.2 由韩国小学生的音素拼合能力看汉语拼音教学的可行性 35-44 3.2.1 韩国小学生音素拼合能力浅析 35-37 3.2.2 韩国小学汉语拼音教学案例 37-44 第四章 针对韩国小学生的汉语语音教学策略 44-59 4.1 以汉语拼音为基础，避免使用韩文注音字母 44-45 4.2 灵活制定拼音教学计划 45-46 4.3 确立拼音教学重难点和教学策略 46-50 4.3.1 韵母的教学重难点和教学策略 47-48 4.3.2 声母的教学重难点和教学策略 48-50 4.3.3 确定声韵母教学重难点的意义 50 4.4 选择合适的语音教学法 50-53 4.4.1 音素教学法及其局限 51 4.4.2 语流教学法及其局限 51-52 4.4.3 音素与语流结合的教学法及其优势 52-53 4.5 合理安排声韵母教学顺序 53-57 4.5.1 完全参照汉语拼音方案的声韵母教学顺序 53-54 4.5.2 根据认知心理变通处理的声韵母教学顺序 54-57 4.6 变通处理汉语拼音方案的改写、省写规则 57-59 结语 59-60 论文不足之处 60-61 参考文献 61-65 附录 65-67 致谢 67 |
