| 汉语白话教授教养是汉语教授教养中主要的技巧课之一，对白话教授教养的存眷注解了对进修汉语目标，韩语论文题目，即外交才能的看重。海内汉语教授教养中，进修汉语的韩国人数目一日千里，而今朝韩国汉语进修者广泛存在着白话差、浏览好的成绩，韩国的汉语教授教养重点是以也转向了白话教授教养的方面。为此，进步韩国粹习者的汉语白话程度才能成为在韩汉语教授教养中的重点和难点内容。本文针对韩国真景男子高中黉舍的先生，以该校先生在汉语白话课上的教授教养情形为例，联合该校先生对象的进修特色、兴致喜好等身分，以期经由过程教授教养设计来改良并进步汉语白话教授教养。对话论是巴赫金的主要哲学思惟，被普遍应用于人文社科的理论中来。人类情绪的表达、感性的思虑甚至任何一种情势的存在都必需以说话或话语的赓续沟通为基本，对话实际是二语习得的新实际，强调对话两边之间的对等性、吸收信息的多维性和文明交互的思惟性等。这些特色表现了人文主义的关心，有助于汉语白话教授教养的进步。最近几年来，互动教授教养形式备受迎接，在汉语教授教养中获得了丰富的结果。互动式教授教养在经由过程营建外交互动的教授教养情况，在教授教养两边对等商量的进程中，激起分歧不雅点的碰撞与融合，进而激起教授教养两边的自动性和摸索性。互动式与对话实际存在内涵的亲密接洽，互动的基本在于外交两边之间的对话，胜利的对话可以或许培养完善的互动成果，这集中表现为教授教养两边的交互与沟通，因此对话实际是互动形式的实际基本。对此应当熟悉到的是采取互动形式的教授教养办法是对话实际的内在表示情势，所以互动形式是白话教授教养的一个主要框架。本文针对对话实际指点下的互动式教授教养，在此基本之上设计汉语白话教授教养。也就是说采取互动教授教养形式对汉语白话教授教养停止设计研究，剖析对话实际在互动式白话教授教养中的表现。本文在总的实际规模以内，存眷先生的特性与特色，设计出实用于汉语白话教授教养并独具特性特点的教授教养，以磨练对话实际在汉语白话教授教养中的后果，韩语毕业论文，以期到达改良汉语白话教授教养的目标。 Abstract: Spoken Chinese teaching is one of the main course Chinese teaching in the teaching of vernacular concern for Chinese study notes, the value of foreign talent. Overseas Chinese teaching, learning Korean Chinese number by leaps and bounds, and the current South Korean Chinese learners widely exists poor spoken, read good grades, South Korea's Chinese teaching focus is to turn the vernacular teaching. Therefore, the progress of Korean learners of Chinese vernacular degree can become important and difficult point in teaching in Han chinese. This paper for Korean Zhenjing boys high school schools, and to the students in the vernacular Chinese class teaching situation, for example, joint learning characteristics of the students object, interest and other factors, in order to through the process of teaching design to improvement and progress of Chinese vernacular teach parenting. Dialogue theory is the main philosophy of Bakhtin, has been widely used in the theory of Humanities and social sciences. Human emotional expression and emotional thinking even any kind of situation are required to speak or discourse communication ceaselessly as the basic, dialogue is actually the new reality of second language acquisition, emphasizing the dialogue between the two sides of the equivalence, the absorption information of multidimensional and interactive civilization ideas such as. These features of humanistic care, contribute to the progress of Chinese vernacular teaching. In recent years, the interactive teaching form is welcome, to obtain abundant results in Chinese teaching. Interactive teaching in the teaching situation of construction process of diplomatic interaction via the, in the process of teaching on both sides of the peer consultation, sparking differences indecent point of collision and fusion, and thus arouse the teaching on both sides of the automatic and gropingly. Interactive dialogue and actual meaning of close contact and interaction is the dialogue between both sides of the foreign, victory in the dialogue can perhaps training improve the interaction result, which focused on the performance for teaching on both sides of the interaction and communication, so the dialogue is actually the actual basic forms of interaction. This is taken to be familiar with the teaching method of interactive forms is the actual situation that internal dialogue, so the form of interaction is one of the main framework of vernacular teaching. The interactive teaching for dialogue practice under the guidance, based on the design of Chinese vernacular teaching. That is to say take the interactive teaching form of spoken Chinese teaching design, analyzes the actual performance of the interactive dialogue in teaching in vernacular education. The within the total actual scale, deposit characteristics and characteristics of Mr. Juan, designed for Chinese spoken language teaching and unique characteristics of teaching, to hone the dialogue actual in spoken Chinese teaching consequences, in order to reach goal of improvement of spoken Chinese teaching. 目录: |
