| 跟着中国综合国力的赓续加强,汉语国际流传作为以表现国度软实力的一项主要事业,活着界各地接踵蓬勃睁开。为知足全球市场对汉语教员数目激增的需求,“国际汉语教员中国自愿者筹划”应势而生。“CPIK\"(Chinese program in Korea)筹划是其在韩国各地中小学实行的一个全新的项目,因为该筹划今朝并没有成熟的形式,在理论进程中涌现了各类各样的成绩,有待研究并处理。在此项目笼罩的韩国中小学中,汉语教室上多由韩国外乡汉语教员与来自中国的汉语教员自愿者一同讲课。因为两位教员来自分歧国度、接收过分歧的教授教养练习和教授教养经历上的差距等等,讲课中会涌现一些成绩乃至是教授教养上的思惟抵触触犯。本论文就这些成绩商量、研究,可认为相干研究和完美往后的筹划供给无益的参考,而且有益于将来自愿者赴韩前的预备和赴韩后教授教养任务的展开。自愿者项目根本只要不到一年的任职期,如能延长自愿者与错误教员的磨合期,并预警一些轻易涌现的成绩,将会进步全部任期的教授教养效力。 Abstract: Along with China's overall national strength continuously strengthen, Chinese international spread as to a major projects in the soft power of the country, living around the world in succession vigorous open. To meet the global market for Chinese teachers the number of the surge in demand, "international Chinese teacher volunteers Chinese planning" should be potential students. "CPIK\" (program in Korea Chinese) planning is a whole new project in the middle school, because it is not a mature form, which has emerged in the theoretical process of all kinds of results, to discuss and deal with. Enveloped in the project of middle and primary schools in South Korea. Chinese classroom on by Korea mainland Chinese teacher from volunteer Chinese teacher together lectures. Because the two teachers come from different countries, received a different teaching practice and teaching experience in the gap between the teaching experience, and so on, the emergence of some of the teaching results and even the teaching of the ideological conflict. This paper on these issues to discuss, research, think the relevant research and the perfect future plan for the provision of useless reference, but also is useful in the teaching mission set future reserve and volunteer Fu Hanqian went to Korea. Volunteer project fundamental as long as less than a year's term of office, such as the ability to extend the volunteers and false teachers in the run in period, and early warning are easy to appear results, progress will be full term teaching effect. 目录: 摘要 5-6 Abstract 6 1. 引言 8-11 1.1 探讨背景 8 1.2 探讨目的及意义 8-9 1.3 探讨综述 9-10 1.4 协作教学的理论基础及其优势与局限 10-11 2. 中韩汉语教师教学异同略论 11-28 2.1 协作教学模式情况调查(针对中韩教师教学对比异同) 11-21 2.2 协作模式下的中韩汉语教师教学异同个案略论 21-26 2.3 中韩教师异同性类型略论 26-27 2.4 中韩教师教学异同性对学生汉语学习的作用 27-28 3. 中韩协作教学模式下针对中韩教师教学对比异同的应对策略 28-32 3.1 协作准则及针对异同性的应对策略及建议 28-30 3.2 协作教学背景下的教学设计——以你喜欢听中国歌吗?为例 30-32 4. 结语 32-33 参考文献 33-34 致谢 34-35 附录 35-39 |
