| 摘要：跟着最近几年来中国的飞速成长,汉语的进修愈来愈被世界各地人们所看重。而自1992年中韩建交以来,汉语的位置在韩国也获得了很年夜晋升,各类汉语教授教养班在韩国如雨后春笋般出现出来。韩国已有的孔子学院、孔子教室曾经没法知足年夜部门韩国粹生进修汉语的需求,是以,2011年,为了迎接和庆贺中韩建交20周年,韩国国立教导学院和中国国度汉办签署了韩中教员交换协作协定,由中韩两边互派汉语教员自愿者,开端在韩国各中小学普及汉语。由于CPIK项目于2011年方才设立,2012年才派出第一批自愿者。是以,该项目教员多为第一次站在韩国中小学讲台上的汉语原语平易近教员。他们对韩国中小先生的进修配景和情形还不是很懂得,在教授教养办法的选择中也有必定的迷惑。是以,基于以上缘由,笔者愿望经由过程本文的撰写和各类游戏办法的出现,特别是游戏示范操作和变式部门,可认为更多初任汉语自愿者的CPIK教员供给赞助。让更多的汉语教员可以在刚站上讲台时便可以运用准确的办法,疾速到达教授教养后果。 Abstract: Abstract: with the rapid growth of China in recent years, Chinese learning has become more and more valued by people all over the world. Since the establishment of diplomatic relations between China and South Korea in 1992, the Chinese position in South Korea has also received a very big promotion, all kinds of Chinese teaching classes in South Korea have sprung up. South Korea has been the Confucius Institutes and classrooms once didn't satisfy the majority of quintessence of Korean students learning Chinese demand is, 2011, in order to meet and celebrate the establishment of diplomatic relations between China and the 20th anniversary, South Korea National Institute of education and the Chinese nation Han do signed the "Korean teacher exchange coordination", by China and South Korea both sides exchanged Chinese teacher volunteers, beginning in the South Korean primary and secondary schools to popularize Chinese language. The CPIK project in 2011 was set up in 2012, the first batch of volunteers sent. Is to, the project teachers more than for the first time in South Korean primary and secondary school teachers on the platform of the Chinese language. They are not very good understanding of the situation and the situation of the Korean Middle and primary schools, the choice of teaching methods, there are also a certain degree of confusion. Therefore, based on the above reasons, the author wishes through this article writing and all kinds of games approach, especially game demonstration operation and variation of the Department, think more newly appointed Chinese volunteers cpik teachers to provide sponsorship. Let more Chinese teachers can just stand on the podium when you can apply the correct approach, quickly reach the consequences of teaching. 目录: 摘要 5-6 Abstract 6 1 引言 8-11 1.1 CPIK项目背景 8 1.2 CPIK教师职责及现阶段CPIK教师志愿者教学近况 8-9 1.3 探讨目的 9 1.4 韩国全罗南道小学汉语教学与学习近况 9-11 2 小学汉语课堂的游戏性教学简介 11-16 2.1 游戏性教学的背景 11 2.2 游戏性教学法的理论依据 11-13 2.3 游戏性教学法的可行性 13-14 2.4 游戏的准备 14-16 3 韩国小学课堂词汇类游戏略论 16-23 3.1 词汇类学习范围 16 3.2 拍苍蝇游戏 16-19 3.3 萝卜蹲游戏 19-21 3.4 五体投地游戏 21-23 4 韩国小学课堂句型类游戏略论 23-27 4.1 句型学习范围 23 4.2 分组计时回答问题游戏 23-25 4.3 造句组合游戏 25-27 5 韩国小学课堂文化类游戏略论 27-30 5.1 服装设计游戏 27-29 5.2 布置教室游戏 29-30 6 结语 30-31 参考文献 31-32 致谢 32 |
