| 跟着中国经济和对外商业的疾速成长,国际位置的赓续晋升,世界列国的平易近众想要懂得现代中国的成长,他们对于汉语的进修也愈来愈存眷。邻邦韩国的“汉语热”也逐步升温,汉语进修者的低龄化成为韩国汉语进修中的一种趋向。低年级的小先生年纪小、认知才能和自立进修才能还没有发育完整,再加上韩国儿童汉语教导才方才起步,各个方面都不太完美,特殊是教授教养法方面。是以,针对汉语零基本的低龄小先生停止汉语教授教养已然成为一个急切须要处理的成绩。全身反响法是美国James Asher传授提出的进修办法。这个办法提倡将说话和举措行动接洽在一路来传授目标语,主意在儿童懂得的基本上启齿措辞,在游戏、音乐等轻松高兴的氛围中进修说话。如许不只相符儿童的身心成长纪律和成长特色,还可以调动先生的进修兴致,使他们更轻易记住上课的内容,能收到更好的进修后果。全身反响法传入我国后,在英语教授教养中获得了普遍运用,然则针对国其余汉语研究却寥寥可数,是以,本论文具有必定的立异点和新鲜性。本论文旨在阐释全身反响法实际的基本上,将理论与实际相联合,设计出了可以调动儿童进修汉语兴致的教室演习和游戏运动,展现该教授教养形式在韩国小学汉语教授教养中的现实运用,陈说自己对全身反响法实行的领会和教授教养反思。论文出现了许多教授教养案例和教案设计,这些教室运动设计显示了若何用全身反响法来组织汉语教授教养。本论文着重于教授教养理论,愿望为今后更多从事韩国儿童汉语教导的教员供给参考和赞助,这也是本文的价值地点。 Abstract: Along with the rapid development of China's economy and foreign trade, international position of ceaseless promotion, world nations peoples to understand modern China's growth, their learning of Chinese is also getting more and more concern. Neighbouring South Korea's "Chinese fever" is gradually warming, Chinese learners in the younger age has become a trend of Chinese education in South korea. The low grade of the young age, cognitive ability and independent learning ability is not yet complete, coupled with Korean children's Chinese language teaching has just started, all aspects are not perfect, especially the teaching method of teaching. So for Chinese zero basic small Chinese teaching young Mr. has become an urgent need to solve the problem. Systemic response law is the United States Asher James to teach the way of learning. This approach is advocated to speak and act in a way to teach the project slogan, ideas in children understand the basic language, in the game, music and other relaxed atmosphere of learning to speak. This is not only consistent with the physical and psychological growth of children's physical and mental growth characteristics, but also to mobilize the interest of learning, so that they more easily remember the contents of the class, you can receive a better learning outcomes. Systemic response method was introduced into our country, in the teaching of English obtained the widespread application, however, for the rest of the Chinese research are few and far between is in this paper has certain innovation and fresh. This paper aims to explain systemic response method in practical, theoretical and practical combination, can mobilize the children learning Chinese interest in classroom exercises and games, show the teaching form in Korean primary school Chinese teaching in the practical application, shew himself on the systemic response method to implement the understanding and teaching reflection. There are many teaching cases and teaching plan design, which shows how to use the systemic response method to organize the teaching of Chinese. This thesis focuses on the theory of teaching and learning, and the desire to provide reference and support for teachers to teach Chinese in South Korea in the future. This is also the value of this paper. 目录: 中文摘要 3-4 Abstract 4-5 引言 9-13 0.1 选题缘由 9 0.2 国内探讨近况 9-11 0.3 探讨内容和措施 11-12 0.4 选题意义 12-13 第一章 全身反应法的理论基础 13-17 1.1 语言学理论 13-14 1.2 心理学理论 14-15 1.3 生理学理论 15-17 第二章 韩国全罗南道汉语教学概况 17-23 2.1 韩国的汉语教学近况 17-18 2.2 全罗南道的汉语教学 18-19 2.3 海南东小学和黄山小学的汉语教学 19-20 2.4 全身反应教学法的可实施性 20-23 第三章 全身反应法在海南东小学汉语教学中的具体应用 23-49 3.1 语音教学 23-30 3.1.1 声母教学 25-27 3.1.2 韵母教学 27-28 3.1.3 声调教学 28-30 3.1.4 声韵调拼合教学 30 3.2 词汇教学 30-41 3.2.1 问候词汇教学 33-34 3.2.2 数字词汇教学 34-35 3.2.3 亲属称谓语教学 35-36 3.2.4 时间词汇教学 36-37 3.2.5 水果词汇教学 37 3.2.6 颜色词汇教学 37-38 3.2.7 身体部位词汇教学 38-39 3.2.8 动物词汇教学 39-40 3.2.9 动作词汇教学 40 3.2.10 日常活动词汇教学 40-41 3.3 语法教学 41-49 3.3.1 句型“你是哪国人?”的教学 44-45 3.3.2 “有“字句的教学 45 3.3.3 句型“这是什么?”的教学 45-46 3.3.4 语法点“喜欢”的教学 46-47 3.3.5 “在……里”的教学 47 3.3.6 “把”字句的教学 47-48 3.3.7 句型“你吃/喝什么?”的教学 48-49 第四章 全身反应法使用中存在的困难及教学反思 49-55 4.1 全身反应法的教学效果 49-50 4.2 全身反应法实施中的困难 50 4.3 全身反应法与其他教学法的互补教学 50-55 4.3.1 全身反应法与语法翻译法的互补教学 51 4.3.2 全身反应法与直接法的互补教学 51-52 4.3.3 全身反应法与情景法的互补教学 52-53 4.3.4 全身反应法与交际法的互补教学 53-55 结语 55-56 参考文献 56-58 附录 58-75 在校期间的探讨成果 75-76 致谢 76 |
