| 跟着韩国汉语进修者低龄化趋向的成长,愈来愈多的韩国小学开端开设汉语课程，对韩国小学汉语教室教授教养的研究也随之展开起来。固然“快活教导”自韩国小学汉语课程开设以来一向被作为一种主要的教授教养理念在教室教授教养中理论着，韩语论文题目，但因为年夜多半黉舍所开设的汉语课程多为“课后课”，教员起源又很庞杂，多半为方才走上教授教养岗亭的汉语教员自愿者，免费韩语论文，这些年青的汉语教员自愿者对“快活教导”理念的懂得还不敷深刻和透辟，导致其在实行进程中，经常步入误区，不克不及很好地施展“快活教导”理念在现实教授教养中的优势。个中最主要的一点就是，有的汉语教员自愿者纯真地以为使先生在教室上取得快活就是教授教养的目标，而疏忽教授教养后果。现实上,以“快活教导”理念为指点的教室教授教养终究寻求的是让先生感触感染进修的快活，让先生在快活中完成进修义务，到达进步教授教养效力的最终目的。本文经由过程文献研究、问卷查询拜访、教员访谈和教室不雅察等办法对韩国小学汉语教室的教授教养现状停止了考核，在剖析成绩的基本上，联合教授教养理论提出一系列以“快活教导”理念为指点的韩国小学汉语教授教养战略。本文共有四章，分离以下：第一章，论述了本文的选题启事及意义，在梳理后人相干研究结果的基本上，重点剖析了韩国小学汉语教授教养方面的研究现状，提出本文的立异的地方。第二章，重要经由过程问卷查询拜访、教员访谈、教室不雅察等办法从教员、先生、教室教授教养、黉舍等方面临韩国小学汉语教授教养现状睁开查询拜访，最初统计剖析查询拜访成果。第三章，重要从汉语教员自愿者和教室教授教养进程两方面总结了韩国小学汉语教授教养中存在的一些成绩，如，教员自愿者对师生之间情绪互动的主要性熟悉缺乏、对“快活教导”的实质缺少懂得、教室运动设计欠妥、教室氛围不睬想等,并剖析以上成绩发生的缘由。第四章，针对韩国小学汉语教室教授教养中存在的成绩，之前人的研究结果及小我教授教养理论为根据，提出在“快活教导”理念下的韩国小学汉语教授教养须要遵守的教授教养准绳及教授教养办法，并对一些卓有成效的操作性强的汉语教室运动停止了具体描写，如游戏运动、歌曲“跳舞”运动、说话扮演运动、手工制造运动等。最初经由过程教授教养反应对该教授教养战略的优势及需留意的成绩停止了剖析。 Abstract: Along with the Korean language learning persons younger age trend growth, an increasing number of South Korean elementary school beginning opened Chinese courses and study of Korean primary school Chinese classroom teaching also subsequently developed. Although "Happy Education" since the Korean primary school Chinese curriculum has always been seen as a major teaching concept in the classroom teaching of theory, but because most of the eve of the schools to open Chinese courses for after-school class, teacher origin and very complicated, mostly just go on teaching booths, the Chinese teacher volunteers, the young Chinese teacher volunteers of "happy teaching concept understand is not enough profound and penetrating, resulting in the implementation process, often into the erroneous zone, cannot well cast happy teaching" philosophy in the realistic teaching advantage. Medium the main is some Chinese teacher volunteers pure thought so that students in the classroom happiness is the goal of teaching, and neglect the teaching result. In fact, the "Happy Teaching" concept as the guidance of the classroom teaching, after all, is to let the students feel the joy of learning, so that students in the joy of completing the study obligations, to reach the ultimate goal of teaching effectiveness. This paper through literature study, questionnaire inquiry visits, teacher interviews and classroom observations and other methods of Korean primary school Chinese classroom teaching status stop the assessment, based on the analysis results of the, combined with teaching theory put forward series of "happy teaching idea guidance the Korean primary school Chinese teaching strategy. This paper consists of four chapters, the following separation: first chapter, discusses the reason and meaning of choosing this title, in combing the descendants of coherent research results basically, focuses on analyzing the research status of Korean elementary school Chinese language teaching, and puts forward the innovation of this paper place. The second chapter important through questionnaire query visit, teacher interviews, classroom observations and measures from the Korean primary school Chinese teaching current situation open inquires the visit, the first statistical analysis of survey results facing of teachers and students, classroom teaching, schools. Chapter three important Korean primary school Chinese teaching in the presence of some achievements were summarized from the aspects of Chinese teacher volunteers and the classroom teaching process, such as teachers and volunteers of the emotional interaction between teachers and students familiar essence of lack, of "Happy Education" lack of understanding, movement of the classroom design defect, the classroom atmosphere the Brotherhood to and analysis the reason of above problems. In the fourth chapter, according to the Korean primary school classroom teaching, the results of previous studies and the individual teaching theory as the basis, put forward in the "Happy Teaching" Korean primary school Chinese teaching principles and teaching methods, and some effective operation of the Chinese language classroom movement to stop the specific description, such as games, songs "dance" movement, speech act, manual manufacturing movement, etc.. Initially through the process of teaching response to the teaching strategy of the advantages and the need to pay attention to the analysis of the results. 目录: |
