| 跟着中国经济的飞速成长,国际来往日趋频仍,中文的应用价值也随之赓续晋升,“汉语热”在全球赓续升温,愈来愈多的本国人开端进修汉语。韩国年夜中小学也陆续开设了汉语课。2012年起,国度汉办初次年夜范围向韩国吩咐消磨了200余名汉语教员自愿者。韩国教导部依仿EPIK开设了CPIK (Chinese program in Korea)项目。中韩两国汉语教员在教授教养进程中所采用的教授教养形式是“1/1”式的教员协作教授教养。但是,中韩汉语教员间的协作教授教养战略少之又少,许多韩国教员与中国教员都是第一次接触这类措施,完整不理解应当若何合营教授教养。本文经由过程对韩国中小学汉语协作教授教养形式的比拟,可以或许更加明白汉语协作教授教养的现状。本研究既可让汉语教员自愿者们发明本身在协作教授教养上的盲点与缺乏,也能让两国教员们依据此研究寻觅出更合适本身与先生的协作教授教养措施。同时,一个合适的协作教授教养形式可以或许进步先生的进修兴致,有了进修念头就会有更多的先生爱好汉语,而且情愿自动来进修汉语。最初,也为黉舍开设汉语课程供给了赞助,使协作教授教养能在中小学教室中获得更好地展开。笔者依据查询拜访问卷与访谈,总结了分歧协作教授教养形式的优势与缺乏,针对韩国中小学的汉语推行提出了几点建议。对黉舍教员而言,要依据本身特色选择适合的教授教养形式；协作教员课前充足沟通,课后实时总结,造就二人默契度；运用协作教授教养的优势,展开活泼风趣的教室运动。韩国教导部分也应加年夜汉语看重力度,实行标准治理；另外,中韩两边都要积极展开对协作教员的培训。如许能力使汉语教授教养在韩国中小学获得更好的成长。 Abstract: Along with the rapid growth of China's economy, the former increasingly frequent, the value of the use of Chinese along with the ceaseless promotion, "Chinese fever" in the world continuously heating up, an increasing number of foreigners started learning Chinese. South Korean schools have opened the Chinese course. In 2012, the first large-scale national Hanban to South Korea spent more than 200 orders 2 Chinese teacher volunteers. The South Korean Ministry of education according to the imitation of the EPIK set up the CPIK (Chinese program in Korea) project. China and South Korea by Chinese teacher in the teaching process in the form of teaching is "education faculty collaboration professor 1/1" type. However, cooperation between China and South Korea Chinese teacher teaching strategy is less and less, many Korean teachers and Chinese teacher is the first contact with this kind of method, do not understand how the joint venture shall complete the teaching. In this paper, through the process of analogy in Korean primary school Chinese teaching in the form of cooperation, can better understand the status of cooperation of Chinese teaching. This study not only can help Chinese teacher volunteers find themselves on the cooperative teaching blind spots and lack of, but also so that the two teachers on the basis of the research to find out more appropriate itself with Mr. cooperative teaching method. At the same time, a suitable collaborative teaching form can improve learning interest with MR, learning motivation will be more like Mr. Chinese, and willing to automatically learn chinese. Originally, also provides sponsorship for the school to offer Chinese courses, teaching in collaboration can obtain better classroom in primary school. According to the questionnaire and interview, summarizes the differences of cooperative teaching form the advantage and deficiency, according to the Korean primary school Chinese implementation and puts forward some suggestions. For schools teacher, to choose the suitable teaching method according to the own characteristics; collaborative teacher before class adequate communication, after-school realtime summary, makes two people tacit understanding degree; the advantages of the application of collaborative teaching, lively and humorous classroom exercise. South Korea should also increase the teaching section of Chinese see gravity, the implementation of standards of governance; in addition, China and South Korea to actively expand cooperation on both sides of the teacher's training. This ability to make Chinese teaching in primary and secondary schools get better growth in South korea. 目录: 摘要 5-6 Abstract 6-7 1. 引言 9-13 1.1 相关概况 9-10 1.2 已有探讨综述 10-12 1.3 探讨措施与程序 12-13 2. 相关调查与略论 13-23 2.1 全罗南道地区汉语教学基本情况 13-15 2.2 中韩教师汉语合作教学情况略论 15-22 2.3 学生对合作教学的态度 22-23 3. 不同合作教学模式的比较 23-29 3.1 韩国教师主导合作教学模式 23-25 3.2 中国教师主导合作教学模式 25-27 3.3 轮流主导模式 27-28 3.4 汉语合作教学的总体优势与局限性 28-29 4. 对合作教学模式的发展建议 29-31 4.1 对学校教师的建议 29-30 4.2 对相关部门的建议 30-31 5. 结语 31-32 参考文献 32-33 致谢 33-34 附录一 34-37 附录二 37 |
