| 在全球“汉语热”的年夜情势下，愈来愈多的人开端进修汉语。但与此同时，韩语论文题目，汉语教授教养也存在许多缺乏。特殊是对汉语温习课，更是没有获得应有的看重和获得应有的后果。是以，本文联合韩国上庆初中汉语教授教养的现实情形，肯定了教授教养的重点和难点，并在此基本上睁开教授教养设计。本篇教授教养设计分为四章：第一章是引言。第一部门是教授教养设计的目标和意义，包含研究的目标、意义和预期目的。第二部门是相干研究概述，包含针对国际对外汉语教授教养的相干研究和针对韩国汉语教授教养的相干研究两方面。从教授教养办法、教授教养形式、教授教养内容上对国际汉语教授教养的研究停止归结总结；从微观和微不雅上对韩国汉语教授教养的研究停止归结总结，由此发明，中韩两国对汉语温习课的研究都异常无限。第三部门是本文的相干研究任务，包含研究内容、研究办法、实际基本和立异和缺乏。第二章是汉语温习课教授教养设计的配景剖析。第一部门是进修者特点剖析，包含天然特点、个别差别和进修念头剖析。第二部门是教授教养内容剖析，包含教授教养义务剖析和教授教养重点难点的剖析。经由过程对三课的语音、辞汇、语法、课文的剖析，总结出重点和难点。第三部门是教材剖析，韩语论文网站，剖析教材中的长处和缺乏。第三章是汉语温习课教授教养设计的详细计划。第一部门是汉语温习课教授教养设计遵守的准绳。包含以外交为焦点的准绳，以先生为主、教员为辅的准绳，以汉语为主、韩语帮助的准绳，“听”“说”“读”“写”相联合，以“练”贯串整节课的准绳。第二部门是汉语温习课教授教养设计的详细内容，包含语音温习的设计、辞汇温习的设计、语法温习的设计、课文温习的设计。第三部门是汉语温习课的履行流程，包含第一节温习课的履行流程和第二节温习课的履行流程。第四章汉语温习课教授教养设计的信息反应与自我评价。第一部门是教授教养反应，重要是经由过程测验成就停止教授教养反应。第二部门是自我评价，剖析教授教养设计中的长处和缺乏。第三部门是教授教养反思，包含教授教养进程和教授教养后果的反思。 Abstract: In the global "Chinese hot" situation, more and more people begin to learn chinese. But at the same time, there are many deficiencies in the teaching of Chinese. Especially for the Chinese study class, but also did not receive due attention and get the necessary consequences. In this paper, the actual situation of the Chinese teaching of junior high school in the United Republic of Korea, confirmed the focus and difficulty of teaching, and in this basically opened the teaching design. The teaching design is divided into four chapters: the first chapter is the introduction. The first section is the goal and significance of teaching design, including the research objectives, significance and the intended purpose. The second section is an overview of the relevant research, including the study of foreign language teaching in the international study and the two aspects of the study of Chinese teaching in South Korea. From the teaching method, teaching form, teaching content of international Chinese language teaching research stop summarized; from the micro and micro Ya on Chinese teaching in South Korea research are summarized, according to the present invention, China and South Korea of Chinese revision course seminars are very limited. The third sector is the relevant research task of this paper includes the research contents, research methods, innovation and lack of basic and practical. The second chapter is the analysis of the background of the teaching design of the Chinese revision lesson. The first division is the study of the characteristics of the study, including the natural characteristics, individual differences and learning ideas analysis. The second part is the analysis of teaching content, including the analysis of the teaching obligation and the key and difficult points of teaching. Through the process of the three class of voice, vocabulary, grammar, text analysis, summed up the key and difficult points. The third section is the analysis of teaching materials, analysis of the strengths and weaknesses of the teaching materials. The third chapter is the detailed plan of the teaching design of the Chinese revision lesson. The first department is the principle of teaching design of Chinese review course. Contains diplomatic yardstick for the focus, to Mr., teachers, supplemented by the principle, mainly in Chinese, help Korean principle, "listen" "say", "read" and "write" the combination, to "the principle of practice" pierces through the whole class. The second part is the detailed content of the teaching design of the Chinese Revision Class, including the design of the speech review, the design of the vocabulary revision, the design of the grammar review, the design of the text revision. The third section is the implementation process of Chinese Revision Class, including the implementation process of the first section and the implementation process of the second section review class. Information reaction and self evaluation of the teaching design of the Chinese review course in the fourth chapter. The first division is the teaching reaction, it is important to stop teaching reaction through the process of test achievement. The second sector is self evaluation, analysis of the strengths and weaknesses of teaching design. The third section is the reflection of the teaching reflection, including the teaching process and the teaching effect. 目录: |
