| 情形教授教养请求教员在教室上借助各类教授教养手腕,经由过程创设接近天然真实的情形,充足调动先生各类感官、赞助先生运用情形感知、懂得和控制进修内容,激起先生的思想,造就说话外交才能。教员经由过程图片、什物、游戏、歌曲、多媒体等措施把教授教养内容以活泼、直不雅的情势出现在先生眼前,使笼统的常识经由过程详细抽象的情形展示出来,让进修者在丰硕的说话情境中感知、懂得,为先生供给可懂得性的说话输出,有用削减了先生的畏难情感。同时,教室教授教养也变得活泼风趣、寓教于乐。这一教授教养法相符中小先生的年纪认知特点,能激起进修念头、让先生发生耐久的进修兴致,并赞助先生将所学内容运用于理论。特殊是在现实教授教养中,造就了先生的着手操作才能,起到了使先生在“做”中学的感化,相符以后造就先生立异认识的请求。本文基于情形教授教养的相干实际和应用,针对韩国中小学汉语教室教授教养的特色,将情形教授教养运用于韩国中学汉语教室教授教养停止案例设计并联合相干实际做了剖析与商量,愿望能对韩国中小学的汉语教室教授教养有必定的赞助,同时也愿望为赴韩汉语教员自愿者的岗前、岗中培训供给必定的自创。本论文第一部门为绪论,扼要引见了选题的目标和意义及研究办法,第二部门起首引见了情形教授教养法的实际和应用；其次,简略引见了韩国中小学汉语教授教养的根本情形并指出其存在的成绩。第三部门是论文的主要内容,本文运用情形教授教养法的相干实际联合韩国初中今朝所运用的生涯中国语教材,分离从辞汇语法及白话方面设计了教授教养案例,并联合情形教授教养法的相干实际对其停止了剖析与商量。最初对该教授教养法运用于韩国中学汉语教室教授教养停止评价与反思,指出该教授教养法在韩国中学运用的优势与留意的成绩,并联合笔者在韩国初中黉舍的教授教养理论为中小学汉语教授教养供给几点建议。 Abstract: Case teaching requests the teacher to use various means of teaching in the classroom, through the process of creating close to natural and true situation, fully mobilize Mr. various senses, sponsored by Mr. application awareness, understanding and control of learning content, stir up the student's thought, creating diplomatic skills to speak. Teachers through the picture, sundries, games, songs, and multimedia to teaching content with lively, straight indecent situation appears in the eyes of Mr., make the abstract knowledge through the process with abstract display, let learners in fruitful situation of talking sense knowledge, understand, for Mr. supply can understand language output, useful to reduce the Mr. fear emotion. At the same time, the classroom teaching has become lively and interesting, entertaining. This method of teaching is consistent with the cognitive features of the older students, can arouse learning motivation, let the students learning interest of the durability, and sponsored Mr. will learn the application content in theory. In particular, in practical teaching, creating a Mr. starting to operate, to make Mr. in "do" the action of middle school, match after creating Mr. innovation request. The coherent practical and application based on case teaching, characteristics for Korean primary and middle school Chinese classroom teaching, case teaching application in Korean high school Chinese classroom teaching stop design cases and combined with related theory to do the analysis and discuss hope to will sponsor the Korean primary and secondary school Chinese classroom teaching, also wish to Korea to Chinese teacher volunteers pre, post training supply must be created. In this paper, the first part is the introduction, briefly introduced the research goal, significance and research methods. The second department first introduced the case teaching method of practice and application. Secondly, a brief introduction to the Korean primary and middle school Chinese teaching of the basic conditions and points out the existing achievements. The third sector is the main content of this paper, the application situation of the teaching method of coherent reality in Korean junior high schools today, the application of the career of Chinese language "textbook, separate rhetoric from the Department of grammar and vernacular design the teaching case, and combined with case teaching method of phase dry actual to stop the analysis and discuss. Initially to the teaching method is used in Korean high school Chinese classroom teaching stop evaluation and reflection, and points out that the teaching method in the Korean Middle School Application of advantages and pay attention to the question, and combined with the author in the Korean Middle School happen the teaching theory for primary and secondary schools to teach Chinese Teaching raising supply some suggestions. 目录: |
