| 最近几年来，“汉语热”连续升温，汉语教授教养任务也从“引出去”成长到了“走出去”阶段，汉语国际推行如火如荼。韩国也于2012年实行CPIK项目，开端普及中小学汉语教导。因为教授教养情况、教授教养阶段和教授教养对象的特别性，韩国零终点中小学汉语教授教养研究简直为零。笔者有幸成为2012年CPIK项目标一员，任教时代，一向存眷韩国中小学零终点汉语教授教养的情形，也从现实教授教养中积聚了一些经历，免费韩语论文，因此决议运用一线教授教养的优势，对韩国中小学零终点汉语教授教养做一个比拟具体的调研。本文针对的重要是以2012年CPIK项目汉语教员自愿者为师资的韩国中小学零终点汉语教授教养。在设计问卷时，笔者分离设计了2012年CPIK项目汉语教员自愿者查询拜访问卷和其先生查询拜访问卷。个中，对教员的调研包含教员根本情形、地点黉舍根本情形和零终点汉语教授教养三部门。零终点汉语教授教养部门，触及了教授教养对象、教授教养目的、教材、讲课情势、讲课内容、教法、教授教养难点、评价测试、资金支撑、存在成绩及建议等。对先生的调研，则集中在先生进修汉语的兴致念头、进修中的难点及对汉语教室的感触感染等方面。本文运用的调研办法重要包含：1。查询拜访问卷：分为教员问卷和先生问卷。2。文献材料的查阅。3。对韩国国立国际教导院和教导厅任务人员的访谈和邮件。4。同汉语教员自愿者的经历交换。5。韩国中小学零终点汉语教室不雅察剖析和教授教养理论总结反思。笔者力图调研的客不雅性，但因为才能所限，对韩国中小学零终点汉语教授教养的调研能够还不敷具体；查询拜访问卷的设计能够也不敷迷信；能够对全部调研情形的剖析也不敷周全深刻。“实际源于理论，韩语论文范文，理论验证实际”，笔者愿望经由过程此次调研，不只能进步本身的教授教养程度，还能为照旧空白的韩国中小学零终点汉语教授教养供给些许经历经验，对国际汉语国际教导硕士的造就有所赞助，对汉语国际推行有所启发。 Abstract: In recent years, "Chinese hot" continuous heating up, Chinese teaching task also from "cited" to "go out" stage, the Chinese international promotion in full swing. South Korea also implemented CPIK project in 2012, the beginning of universal primary and secondary school Chinese teaching. Because of the teaching situation, the teaching stage and the teaching object of the special, the Korean zero end point primary and middle school Chinese teaching research is almost zero. I have the honor of being the 2012 cpik project a member, teaching age, always save to pay close attention to South Korea zero end in primary and Middle Schools Chinese teaching, also from the practical teaching accumulated the experience, so the resolution advantage of front-line teaching, on the middle and primary schools in South Korea zero at the end of the Chinese teaching to do a relatively specific research. In this paper, the important is in 2012 cpik project Chinese teacher volunteers of teachers as South Korea zero end in primary and Middle Schools Chinese teaching. In the design of the questionnaire, the author design the 2012 cpik project Chinese teacher volunteer inquires the visit questionnaire and the MR survey questionnaire. Among them, the teacher's research contains the basic situation of the teacher, the school's basic situation and the zero end of the Chinese Department of Chinese professor Jiao Yangsan. Zero end Chinese teaching department, touching the teaching object, teaching objective, textbooks, teaching situation, lectures, teaching methods, teaching difficulties, the test and evaluation funding support, results and suggestions. For Mr. research, it is focused on the interest of students learning Chinese ideas, learning difficulties and the feelings of the Chinese classroom, etc.. The research methods used in this paper include: 1. Questionnaire: divided into teacher questionnaire and student questionnaire. 2. Literature review. 3. Interview and mail to the South Korean national international education and teaching staff. 4. With the Chinese teacher volunteer exchange. 5. Chinese classroom observation analysis and teaching theory summary of primary and secondary schools in Korea zero end. The author tries to research the objectivity, but because of the limited ability, research of middle and primary schools in South Korea zero end of Chinese teaching can not enough specific; survey questionnaire design can not apply is superstitious; can to all situations of research analysis is not comprehensive enough deep. "The actual source in theory, verify the theoretical practice", the author wishes through the research process, not only can improve the teaching level, but also for the still blank Korea zero end in primary and middle school Chinese teaching supply some experience, for international Chinese teaching masters created some sponsorship, on the implementation of the international Chinese inspire. 目录: |
