| 作为“汉语热”高烧地域之一，韩国的汉语进修者正出现低龄化的偏向。韩国教导部于2005年正式提出：在韩国全境的中小学广泛开设汉语课程。尔后，这一规模赓续扩展，愈来愈多的韩国中小学选择在课后时段开设“汉语选修课”或“汉语课后课”，并逐步代替日语，成为韩国中小学最热点的第二外语。笔者有幸经由过程了国度汉办的提拔测验和培训，光彩地成了“2013年上半年赴韩中小学汉语教员自愿者（CPIK）”的一员。并于2013年2月26日至2014年1月28日任职于仁川广域市“仁川化田初等黉舍”。一年的海内教授教养理论，让笔者积聚了必定的韩国小学零基本汉语教授教养经历，控制了第一手的教授教养材料，并在摸索中赓续总结和反思。因为相干范畴研究结果的匮乏，笔者慢慢确立了本次论文的研究偏向。本文在第二说话习得实际、儿童教导学、儿童心思学、跨文明外交学、对外汉语教授教养法等实际的指点下，以仁川化田初等黉舍的汉语教授教养为研究对象，韩语论文范文，韩语论文题目，以在韩现实教授教养材料为依托，运用比较剖析、偏误剖析、数据整顿等办法。从以下几个方面临“韩国中小学零基本汉语教授教养”停止阐述：一．对韩国小学，特殊是零基本阶段的韩国小学汉语教授教养现状停止梳理。二．对儿童零基本汉语习得特色和零基本对韩汉语教授教养的特色停止剖析，进而对韩国小学零基本汉语教授教养的特色停止归结。三．对韩国小学零基本汉语教授教养的难点、成绩、经常使用办法停止略论和评价。四．提出头具名向零基本阶段韩国小先生的汉语教授教养准绳与响应的教授教养战略,并联合笔者现实的教授教养案例，对相干教授教养战略停止剖析。愿望笔者对这一成绩的剖析与梳理，可认为韩国中小学零基本汉语教授教养，供给一点参考和自创。为对韩汉语教授教养，进献本身菲薄的力气。 Abstract: As one of the "Chinese fever" fever region, South Korean Chinese learners are younger age bias. South Korea's Ministry of education in 2005 formally proposed: the whole territory of South Korea to open a wide range of Chinese language courses. Thereafter, the scale expands ceaselessly, an increasing number of Korean schools choose setting as in the after-school time is "Chinese elective course" or "Chinese after-school classes", and gradually to replace the Japanese become the foreign language of middle and primary schools in South Korea the most popular. Lucky through the NOCFL promotion test and training, glory into "a member of 2013 to Korea in the first half of primary and middle school Chinese teacher volunteers (cpik)" the author. And in February 26, 2013 to January 28, 2014 worked in Inchon Wan City, Inchon elementary school". A year of domestic teaching theory, let the author accumulated experience certain Korean primary zero basic Chinese teaching, control the first-hand teaching materials, and in the exploration of ceaseless summary and reflection. Because of the lack of research results of the coherent field, the author has gradually established the research tendency of this thesis. The second speech acquisition actual, early childhood education, child psychology, the study of cross cultural diplomacy, foreign language teaching method practical advice, to Inchon Tian elementary school of Chinese teaching as the research object, to rely on, application of comparative analysis, error analysis, data rectification a way in Korea practical teaching materials. From the following several aspects of the Korean primary and secondary schools in elementary and secondary schools in the teaching of basic Chinese teaching to stop: a Korean primary school, special is the basic stage of the Korean primary school teaching status of Chinese teaching. Two. The characteristics of the basic Chinese language acquisition of children and zero basic characteristics of Korean Chinese teaching to stop the analysis, and then to the Korean primary school zero basic characteristics of Chinese teaching. Three. Analysis and evaluation of the difficulty, achievement, and frequent use of zero basic Chinese teaching in Korean primary school. Four. Put forward the first phase of the basic stage of Korean students of the Chinese teaching principles and response of the teaching strategies, and the author of the reality of teaching cases, the relevant teaching strategies to stop the analysis. I hope the author of this performance analysis and combing, can be considered as the primary and secondary school in South Korea zero basic Chinese teaching, and provide a reference to their own. For the Han Chinese teaching, with their meagre strength. 目录: 摘要 4-5 ABSTRACT 5-6 绪论 10-19 0.1 探讨缘起 10-11 0.2 探讨目的与意义 11-12 0.3 相关探讨综述 12-17 0.3.1 对于韩国中小学汉语教学近况与展望的探讨 12-13 0.3.2 针对初级阶段对韩汉语教学的相关探讨 13-14 0.3.3 针对韩国儿童汉语教学的相关探讨 14-15 0.3.4 韩国中小学汉语教学常用措施及效果评估的探讨 15-16 0.3.5 CPIK 项目以及韩国中小学零基础汉语教学的探讨 16-17 0.4 探讨思路与措施 17-19 1 韩国小学零基础汉语教学近况 19-26 1.1 韩国小学汉语教学近况 19-21 1.1.1 当前韩国小学汉语教学体系 19-20 1.1.2 当前韩国小学汉语教学特点 20 1.1.3 韩国小学汉语发展前瞻 20-21 1.2 韩国小学零基础汉语教学近况——以仁川化田初等学校为例 21-26 1.2.1 韩国小学零基础汉语教学体系与所处地位 21-23 1.2.2 韩国小学零基础汉语教学现存问题 23-26 2 韩国小学零基础汉语教学的特点 26-31 2.1 儿童零基础汉语习得特点 26-27 2.1.1 儿童语言习得特点 26 2.1.2 儿童零基础汉语习得的特点 26-27 2.2 零基础对韩汉语教学的特点 27-28 2.2.1 韩国零基础学生汉语学习特点 27-28 2.2.2 对韩零基础汉语教学的特点 28 2.3 韩国小学零基础汉语教学的特点 28-31 3 韩国小学零基础汉语教学的难点与常用措施效果评估 31-34 3.1 韩国小学零基础汉语教学的难点 31 3.2 韩国小学零基础汉语教学的常用措施及效果评估 31-34 3.2.1 韩国小学零基础汉语教学的常用措施 31-32 3.2.2 韩国小学零基础汉语教学相关措施效果评估 32-34 4 面向零基础韩国小学生的汉语教学策略——以仁川化田初等学校为例 34-39 4.1 面向零基础韩国小学生的汉语教学准则 34-35 4.2 面向零基础韩国小学生的汉语教学策略——以仁川化田初等学校为例 35-39 4.2.1 面向零基础韩国小学生的汉语教学策略 35-37 4.2.2 面向零基础韩国小学生的汉语教学案例略论 37-39 结束语 39-40 参考文献 40-42 致谢 42-43 |
