| 跟着我国经济的赓续成长，国际位置的赓续进步，世界列国进修汉语的人愈来愈多。特别是韩国，有200多所年夜、中黉舍开设汉语课程。可见，韩国人对汉语的需求与看重愈来愈高。所以，对韩的汉语推行任务远景非常看好。韩国中先生在运用能愿动词时常常涌现一些偏误，特别是“能”更是毛病百出。汉语语法教室，传统的教授教养措施使教室缺少活气，先生们进修的兴致年夜年夜下降。为了进步先生们进修汉语的自动性和积极性，笔者试图将义务型教授教养形式引入到能愿动词“能”的语法教室教授教养中，经由过程各类各样的义务设计来吸引先生的留意力，让先生在完成义务进程中控制所学的说话常识，并在现实的外交中获得锤炼。起首，笔者归结总结了后人的研究结果，在此基本之上，针对韩国中先生习得能愿动词“能”所发生的偏误停止查询拜访剖析与研究，找出偏误发生的缘由及对策。其次，本文对义务型教授教养实际和准绳停止了剖析，对“能”的义务型教授教养形式停止了研究，继而总结出“能”的义务型教授教养设计的优势地点。最初，联合义务型教授教养实际，韩语毕业论文，笔者又针对韩国中先生能愿动词“能”停止了教室教授教养和演习的义务设计。这一设计简略、适用，韩语论文范文，有助于进步进修者对能愿动词“能”的习得与运用，从而进步韩国中先生教室教授教养和演习后果。 Abstract: As China's economy develops ceaselessly, international position rises ceaselessly, more and more people around the world learn chinese. In particular, South Korea, there are more than 200 large and middle schools offer Chinese courses. Visible, Korean demand for Chinese and more and more high. Therefore, the Korean language in the implementation of the task is very optimistic about the future. South Korea Mr. in the application of modal verbs often have some errors, especially the "energy" is full of troubles. Chinese grammar classroom teaching, the traditional method of the classroom learning interest and lack of vigor, greatly decreased. In order to study progress and gentlemen Chinese initiative and enthusiasm, the author tries to will task based teaching method is introduced to can wish verb "can" grammar classroom teaching, through the process of various kinds of design task to attract his attention, let Mr. in complete the obligations in the process control of speak common sense, and in the current diplomatic get exercise. First and foremost, the author summed up summed up the research results of later generations, on this basis, in South Korea in MR acquisition can wish verbs can occur errors stop investigation analysis and research, find out error occurs the reason and the countermeasure. Secondly, this paper on the task-based teaching practice and the principle was analyzed, and the research of "can" task-based teaching form, and then summed up the "can" task-based teaching design advantage. Initially, the combination of compulsory education teaching practice, the author also for the South Korean students can wish verb "can" stop the classroom teaching and exercise of the obligations of the design. This design is simple and applicable, and it is helpful for the learners to acquire and apply the verb "energy", so as to improve the teaching and exercise effect of the students in Korea. 目录: 摘要 4-5 ABSTRACT 5 绪论 10-14 0.1 选题依据和意义 10-11 0.2 相关探讨综述 11-13 0.2.1 能愿动词偏误略论 11-12 0.2.2 能愿动词教学模式略论 12-13 0.3 本文探讨的主要内容 13 0.4 本文探讨措施与特色 13-14 1 韩国中学生能愿动词“能”的偏误略论 14-23 1.1 能愿动词偏误率统计 14-15 1.2 能愿动词“能”的使用情况调查与略论 15-16 1.3 能愿动词“能”的偏误类型 16-19 1.3.1 语义偏误 16-17 1.3.2 语法偏误 17-19 1.3.3 语用偏误 19 1.4 产生偏误的原因 19-21 1.4.1 内在因素 20-21 1.4.2 外在因素 21 1.5 能愿动词“能”的教学策略略论 21-23 2 韩国中学生“能”的任务型教学总体设计 23-29 2.1 任务型教学理论略论 23-24 2.2 任务型教学的基本准则与学习者特点略论 24-25 2.3 能愿动词“能”的任务型教学模式略论 25 2.4 “能”任务型教学的优势略论 25-27 2.4.1 “能”任务型教学的可行性略论 25-26 2.4.2 “能”任务型教学的必要性略论 26-27 2.5 能愿动词任务设计 27-29 2.5.1 任务前 27 2.5.2 任务中 27-28 2.5.3 任务后 28-29 3 韩国中学生能愿动词“能”的任务型课堂教学设计 29-39 3.1 教学对象 29 3.2 教学目标 29 3.3 教学过程 29-36 3.3.1 “主/能/谓/宾”的教学设计 29-32 3.3.2 “能/不/能/谓词性成分”的教学设计 32-36 3.4 教学反馈 36-39 3.4.1 课堂教学效果略论 36-37 3.4.2 学生的态度反馈 37-39 4 韩国中学生能愿动词“能”的任务型练习设计 39-44 4.1 任务型练习的设计准则 39 4.2 任务型练习的设计思路 39-40 4.3 任务型练习的设计过程 40-43 4.4 任务型练习设计的反思与评价 43-44 5 针对韩国中学生能愿动词的教学反思 44-46 5.1 学习者改变学习策略，端正学习态度 44 5.1.1 学习者要善于应用汉语思维模式 44 5.1.2 学习者要持之以恒，不半途而废 44 5.2 教师要改进教学措施，提高专业技能 44-46 5.2.1 教师用语要浅显易懂，教具要多样化 44-45 5.2.2 教师要有针对性的抓住教学重点 45-46 结束语 46-47 参考文献 47-49 附录一 49-52 附录二 52-53 致谢 53-54 |
