| 韩国高中的汉语教授教养和高考汉语测验1954年至今曾经成长了六十余年,时代产生过几回变更。它的教授教养汗青和教授教养内容具有很高的研究价值。其实韩国高考的高考汉语(Ⅰ)是自2001年正式开端的,其汗青其实不长。由于比来加入韩国高考汉语(Ⅰ)的先生愈来愈多,所以韩国的小学、初中和高中都开设了汉语课程。个中高中生选择进修汉语的人数最多。高中的汉语课作为韩国高考的测验科目,其成就与高考绩绩互相关注,是以对高中汉语课尤其看重。对汉语进修者来讲,黉舍开设的汉语课程存在缺乏,所以很多韩国培训黉舍开设了针对韩国高考汉语(Ⅰ)的课程,国度教导播送台每一年也会出书专门教材。自己对韩国高考汉语(Ⅰ)研究具有浓重的兴致,所以写了本篇论文。自己以为对高考汉语内容的研究和真题剖析长短常需要的,研究它的成长趋向和考生的成就情形有助于进步考汉语成就和摸索汉语教授教养的技能,所以将研究重心放在近十年的韩国高考汉语(Ⅰ)试卷剖析上。研究对象为从2005年到2014年近十年的300道韩国高考汉语(Ⅰ)真题的剖析,与此同时对进步韩国高考汉语测验成就的教授教养办法停止摸索。研究目标是给选择加入韩国高考汉语(Ⅰ)的考生和黉舍供给参考,赞助加入韩国高考汉语(Ⅰ)的考生在选择年夜学时供给更多选择。本论文分为韩国高考汉语(Ⅰ)的测验年夜纲剖析、韩国高考汉语(Ⅰ)真题剖析、研究进步汉语高考绩绩的教授教养技能三个部门第一部门：韩国高考汉语(Ⅰ)的测验年夜纲剖析。这一部门可以分为韩国高考汉语(Ⅰ)评价目标、韩国高考汉语(Ⅰ)命题规模、韩国高考汉语(Ⅰ)的题型剖析、近十年应考者的应试情形及成就剖析。第二部门：韩国高考汉语(Ⅰ)真题剖析。本部门在真题剖析尺度的基本长进行研究。真题可分为语音题剖析、辞汇题剖析、语法题剖析、外交才能题剖析、文明题剖析和综合剖析。第三部门：研究进步韩国高考汉语(Ⅰ)成就的教授教养技能。这一部门包含韩国高考汉语(Ⅰ)各项详细的教授教养战略：语音题的教授教养技能、辞汇题的教授教养技能、语法题的教授教养技能、外交才能题的教授教养技能和文明题的教授教养技能。 Abstract: South Korean high school Chinese teaching and college entrance examination in 1954 has grown more than sixty years, the times produced a few back to change. Its teaching history and teaching content have high research value. In fact, the Korean college entrance examination of Chinese (I) is the official beginning of 2001, its history is not long. As a result of the recent accession to the Korean college entrance examination (I) more and more students, so South Korea's primary, middle and high schools have opened the Chinese language courses. Chinese high school students choose to learn the largest number of chinese. Chinese course in senior high school, as a test subject of Korean college entrance examination, is concerned with the achievement of the college entrance examination and the high school Chinese class. In terms of Chinese language learners and schools to open Chinese courses in the presence of a lack of, so many Korean training hon homes opened courses for Korean Chinese college entrance examination (I), the country to teach radio station every year will book the specialized materials. I have a strong interest in the Korean college entrance examination of Chinese language (I), so I wrote this paper. I think the Chinese college entrance examination content research and analysis of Zhenti length often need to, the situation of studies of its development trend and the examinee achievement is helpful to improve the test of Chinese achievement and explore Chinese teaching skills, so the research focus in the past ten years Korean Chinese college entrance examination (I) examination paper analysis. From 2005 to 2014 nearly a decade of 300 South Korean Chinese college entrance examination (I) Zhenti analysis research object. At the same time progress South Korea, Chinese college entrance examination achievement test of the teaching way stop to explore. The purpose of the study is to choose to join the Korean Chinese college entrance examination (I) students and schools to provide reference, sponsored by joining the Korean Chinese college entrance examination (I) of the candidates in the choice of University offers more alternative. This paper points for Korean Chinese college entrance examination (I) test of the eve of the Gang analysis, analysis of Korean Chinese college entrance examination (I) Zhenti, research progress of college entrance examination in Chinese performance teaching skills of three sections. The first section: analysis of Korean Chinese college entrance examination (I) test of the eve of the gang. This department can points for the goal of Korean Chinese college entrance examination (I) evaluation, Chinese Korean college entrance examination (I) size of the proposition, Korean college entrance examination of Chinese (I) item analysis, nearly ten years of test and performance analysis. The second sector: (I) the Korean Chinese college entrance examination Zhenti analysis. The Department in the analysis of the basic length scale Zhenti study. Zhenti there entitled speech analysis, lexical item analysis, grammar analysis, diplomatic questions to analyze, civilization problem analysis and comprehensive analysis. The third part: research and progress of the Korean college entrance examination Chinese (I) achievement of teaching skills. This sector includes Korean Chinese college entrance examination (I) the detailed teaching strategy: speech teaching skills, resigned exchange problem of teaching skills, grammar teaching skills and diplomatic questions to the problems in teaching skills and civilization teaching skills. 目录: |
