| 在汉语教授教养进程中儿童的进修念头比拟弱,是以在教授教养中也要与成人教导有所差别。针对儿童的汉语教授教养不只要从进修目标动身,并且要存眷进修者的兴致和自负心。传授童谣是一种既可以惹起进修者的进修兴致,又可以进步其外交才能的有用办法。经由过程童谣进修汉语可以获得较好的后果：在说话方面先生可以很快控制汉语常识；情感方面,先生加倍易于接收这类进修措施。现在,韩国的本国语教导课程的目的是进步先生的说话外交才能,教授教养办法也从看重精确性向看重流利性转换、从语法常识中间向外交才能中间转换,这在本国语教授教养上具有主要的意义。跟着这类变更,学者们对童谣在汉语教授教养中的运用的研究结果也层见叠出。本文以初学汉语的韩国小先生为对象停止了童谣在进步外交才能方面的后果研究,并经由过程对响应的教授教养形式研究提出针对儿童汉语进修者的童谣教授教养计划。第一章陈说汉语教导的意义及目标、童谣在汉语教授教养中的感化。然后经由过程对后期研究的综述来肯定本研究的立异点。第二章商量儿童特别的心理和心思特点,并说明了童谣的特别性,还有它和汉语教授教养的关系。第三章先引见了传统的童谣分类和选择尺度,然后选择了现今比拟受迎接的5本儿童汉语教材,借此来肯定自己对于童谣分类和选择规模的不雅点。并且,在这个基本上,本文又描述了童谣的详细运用办法。第四章以上述实际配景和运用计划为基本,开辟可以或许在小学汉语教授教养中运用的童谣教授教养形式,并把这个形式应用到现实的教室教授教养中,经由过程教员的不雅察和进修者的自我评价证实童谣的运用对进步进修者的外交才能起到积极感化。最初第五章整顿成果,并在此基本上对现行小学汉语教授教养提出有用的教授教养战略。 Abstract: In the process of teaching Chinese, children's learning idea is relatively weak, it is in the teaching of teaching and adult education to be different. For the children of Chinese teaching should not only start from the learning objectives, and to pay close attention to learners' interest and pride. Teaching is a kind of nursery rhymes can cause the learners' learning interest, but also the useful way to the diplomatic progress. Through the process of nursery rhymes learn Chinese can obtain good results: in speaking Mr. can quickly control the knowledge of Chinese; emotional, Mr. double easy receiving this kind of learning method. Now, South Korea's native language teaching curriculum to progress of Mr. speak diplomatic skills, teaching methods also from value orientation accurately valued fluent transformation, from the middle of the grammatical knowledge among the diplomatic skills to conversion, which in the language teaching has major significance. With this kind of change, the scholars research on the application of Chinese teaching in nursery rhymes in the results also appear repeatedly. The to the beginners of Chinese Korean students as the object stopped nursery rhymes in diplomacy to advance research results, and through the process of response in the form of teaching research proposed for Chinese children learning rhymes teaching plan. The first chapter, the significance and objectives of Chinese teaching in Chinese Chen rhymes teaching in the role. And then through the review of the late course of study to confirm the creative points of this research. The second chapter discuss the children especially the mental and psychological characteristics, and illustrates the nursery rhymes, and it and Chinese teaching. The third chapter introduces the traditional nursery rhymes, classification and selection scale, and then select the compare today welcome of the children's Chinese textbooks, to take this opportunity to affirm their of nursery rhymes, classification and selection scale indecent point. And, in this basically, this paper describes the detailed application of nursery rhymes. In the fourth chapter, the actual background and application program, can open up perhaps in primary school Chinese teaching application of nursery rhymes teaching form, and the form is applied to the reality of the classroom teaching, through the process of teacher's observations and study of self evaluation confirmed nursery rhymes of application to improve the learning of foreign talent to play an active role. The first fifth chapters to rectify the results, and in this basically to the current primary school Chinese teaching put forward useful teaching strategies. 目录: 摘要 4-6 Abstract 6-7 第1章 绪论 11-16 1.1 探讨意义与目的 11-12 1.2 中国相关探讨综述 12-13 1.3 韩国相关探讨综述 13-14 1.4 本文探讨对象 14-15 1.5 本文探讨措施与材料来源 15-16 第2章 儿歌汉语教学的理论背景 16-26 2.1 儿童的特征 16-18 2.2 儿歌和汉语教学的关系 18-22 2.2.1 儿歌和语言交际能力的关系 19-21 2.2.2 儿歌在汉语教学中的影响 21-22 2.3 儿歌的语言特点 22-26 2.3.1 语音特点 22-23 2.3.2 词汇特点 23-24 2.3.3 语法特点 24-26 第3章 汉语儿歌的选择与指导措施 26-42 3.1 儿歌的选择 26-31 3.1.1 儿歌的选择标准 26-29 3.1.2 儿歌的分类 29-31 3.2 交际功能中心的儿歌指导措施 31-42 3.2.1 儿歌指导措施 31-32 3.2.2 儿歌运用措施 32-33 3.2.3 儿歌与故事相结合 33-35 3.2.4 儿歌与游戏相结合 35-37 3.2.5 儿歌与表演剧相结合 37-42 第4章 儿歌教学模式及运用 42-58 4.1 儿歌教学步骤 42-44 4.2 教学模式指导案例 44-50 4.3 儿歌教学的运用 50-53 4.3.1 运用对象及运用期间 50-51 4.3.2 第一单元课堂模式 51-52 4.3.3 第二单元课堂模式 52-53 4.4 问卷调查结果略论 53-57 4.4.1 教师的观察评价 53-55 4.4.2 学生的自我评价 55-57 4.5 总结 57-58 第5章 结论 58-60 参考文献 60-62 附录 62-71 作者简介 71-72 致谢 72 |
