| 视听法主意普遍地运用古代化教授教养手腕，让先生从全体上感知说话，使先生同时遭到视觉和听觉的安慰，最开端时是运用在英语教授教养的教室中，后来跟着汉语教授教养的普遍成长，视听法也逐步被运用在汉语教授教养中，运用片子资本停止教授教养就是个中的一种。最近几年来韩国的汉语教导成长得非常敏捷，有的地域乃至在幼儿园阶段就开设了汉语课，从2012年韩国和中国开端配合停止CPIK(Chinese Program in Korea)项目以来，韩国的汉语教授教养获得了更进一步的成长。来自中国的汉语帮助教员会测验考试运用多种分歧的办法来停止汉语教授教养，将视听法运用在韩国高中的汉语教室中就是个中之一。本研究是在韩国高中开设汉语片子赏析课，韩语论文，以视听法为实际根据，依托于古代教导技巧，在观赏汉语片子的进程中，使先生从全体上感知说话，从视觉和听觉两方面同时遭到安慰，最年夜限制地将先生的各个感官在进修进程中调动起来，韩语毕业论文，而且在观赏片子的进程中最年夜限制地调动先生进修汉语的兴致和积极性。本文重要包括六个部门。第一部门是绪论，引见了文章的选题意义及价值、文章的研究办法和研究综述；第二部门是商量了在韩国高中开设片子赏析课的可行性与需要性，笔者从实际根据和古代多媒体技巧在韩国的成长两方面商量了其可行性，从先生的进修兴致和韩国高中教室的教授教养特色两方面商量了其需要性；第三部门是教授教养设计剖析，笔者将本次汉语片子赏析课的教授教养内容年夜致分为了四个方面；第四部门是此次教授教养计划的详细实行进程，重要以片子长江7号（通俗话版）为教授教养资本，讲课进程为语音的操练与模拟、辞汇的拓展教授教养、语法的直不雅教授教养和文明常识在片子多媒体手腕合营下的教授教养；第五部门是教授教养设计的评价与反思，教授教养计划的评价方面重要是从先生反应和教员的自我评价两方面停止阐述，反思方面则重要从设计计划的缺乏和对韩国片子赏析课的建议两方面停止阐述。第六部门是结语。 Abstract: Audio visual method idea widely application of modern teaching means, let Mr. speak from all perception, so that students at the same time by the visual and auditory comfort, the beginning is application in English Teaching in the classroom, later followed the general growth of Chinese teaching, audio-visual method has gradually been applied in the teaching of Chinese, the use of film capital stop teaching is medium a. In recent years, South Korea's Chinese teaching to grow very agile, in some areas and in the kindergarten opened Chinese courses, from 2012, South Korea and China began with the stop cpik (Chinese program in Korea) since the project, South Korea's Chinese teaching get more into a step growth. From China to help teachers will test the examination of the application of a variety of different ways to stop teaching Chinese language, the audio visual method applied in South Korean high school Chinese classroom is one of the chinese. The study is in the Korean high school opened Chinese film appreciation class, audio-visual method for theoretical basis, relying on in the ancient teaching skill, watching Chinese movies in the process, to enable students to speak from the whole perception, from both visual and auditory and was comforted, most of the eve of the limit will be Mr. different senses in the learning process in mobilized, and in the process of watching the film the biggest limit to mobilize students studying Chinese interest and enthusiasm. This article includes six departments. The first part is the introduction, introduces the overview of research methods and research significance and value, the second sector is discussed; the feasibility of offering the film appreciation of the Korean high school and needs, and according to the author from the actual multimedia skills in two aspects of ancient Korean growth to discuss its feasibility from the two aspects of Mr. learning interest and Korean high school classroom teaching characteristic to discuss its necessity; the third part is the analysis of instructional design, the author of this Chinese film appreciation lesson teaching content roughly divided into four aspects; the fourth sector is the teaching plan with the implementation process, important to the film "Yangtze River 7" (Mandarin Version) for the teaching practice process for capital, lectures and simulation, speech speech teaching grammar, expand the direct exchange Masanori Grant upbringing and cultural knowledge in film multimedia wrist joint venture teaching; the Fifth Department is designed for teaching evaluation and reflection and evaluation of the teaching plan of the important is, and teacher self evaluation from the two aspects carries on the elaboration, reflection is important from two aspects of the design plan and the lack of of South Korean film appreciation course suggestions are discussed. The sixth sector is the conclusion. 目录: |
