| 本文以韩国京畿道地域高中汉语教授教养理论为基本，在韩国汉语课协作教授教养形式中，评论辩论教员教室教授教养认识的奇特的地方和对教授教养的主要指点感化。以期在此基本上提出响应的教授教养建议，使得中国籍教员的教授教养潜能获得较年夜水平的施展。本文共拔取了两类研究资料，包含1次教室不雅察和10份相干问卷查询拜访。查询拜访对象均为广西师范年夜学派往韩国京畿道高中停止汉语教授教养的在读研究生和卒业生。本文将教室案例的剖析研究、实地问卷查询拜访数据的统计、作者的亲自教授教养领会与实际相联合，商量在韩国高中的特定情况下停止的汉语协作教授教养中，中国籍教员应该具有的教室教授教养认识。本文中所提到的教授教养认识年夜部门是从中国籍教员的角度动身的。同时，少部门是针对韩国籍教员提出的，以供中国教员参考并与教授教养错误停止协商商量。愿望能给在韩国停止汉语教授教养或是行将赴韩从事对外汉语教授教养的汉语任务者供给参考、自创。全文的主体包含了以下几个部门：起首，引见了国际外说话学者们在对外汉语教室教授教养形式和对外汉语教员教室教授教养认识方面的实际研究。其次，对韩国京畿道高中的汉语教室协作教授教养形式做了相干引见。再次，韩语论文题目，对所汇集到的教授教养案例停止了描写和剖析，尽可能再现全部教授教养进程，给读者供给较为真实的感触感染，便于以后的研究和评论辩论。经由过程教员教室教授教养认识在协作教授教养形式中的运用，表现其在指点教授教养理论上的主要性。最初，针对以上的教室教授教养认识，韩语论文，提出响应的教授教养建议，使得教授教养认识得以强化，并对教授教养行动能有更好的指点感化。终究，可以或许最年夜限制地施展中国籍教员在协作教授教养中的教授教养潜能。 Abstract: This paper to the South Korea Gyeonggi area high school Chinese teaching theory as the basic, in the Korean language class cooperation teaching form, comment debate teacher classroom teaching understanding peculiar place and the teaching main direct effect. In order to put forward the response of the teaching suggestions, so that the teaching potential of Chinese teachers to obtain a greater level of display. This paper is using two kinds of research materials, including 1 classrooms and 10 coherent observation questionnaire survey. Investigation object is Guangxi Normal University sent to South Korea Gyeonggi high school to stop Chinese teaching in graduate student and graduate students. In this paper, the classroom case analysis research, on-the-spot questionnaire survey data of statistics, the author personally teaching understanding and practical combination, to discuss under the particular circumstances of a South Korean high school Chinese Cooperative Teaching and native Chinese teachers should have the classroom teaching of understanding. In this article, the Department of teaching and learning, which is mentioned in this article, is from the perspective of Chinese teachers. At the same time, a small department is for the South Korean teachers put forward, for the Chinese teacher reference and teaching errors and to stop the consultation. Wish to stop Chinese teaching in Korea or is on the verge of Korea engaged in teaching Chinese as a foreign language at a Chinese task supply reference and create their own. The main body of the paper includes the following departments: first of all, it introduces the international and foreign scholars in teaching Chinese as a foreign language classroom and teaching Chinese as a foreign language teaching understanding of the actual research. Secondly, through classroom collaborative form of Chinese high school professor of Gyeonggi do the relevant introduction. Again, the collection of teaching cases to stop the description and analysis, as far as possible to reproduce all the teaching process, to provide readers with a more realistic feeling, to facilitate future discussions and comments on the debate. Through the application of the teaching of the teacher's classroom teaching in the cooperative teaching form, the main characteristics of the teaching theory of teaching. Initially, in view of the above classroom teaching understanding, put forward the response of the teaching suggestion, make the teaching awareness to strengthen, and the teaching action can have a better guidance. After all, it may be the most limiting to display the potential of Chinese teachers in the teaching of collaborative teaching. 目录: 中文摘要 3-4 Abstract 4-5 目录 6-8 一、引言 8-14 (一) 写作缘起及选题意义 8-9 (二) 相关探讨综述 9-12 1、课堂教学模式探讨综述 9-11 2、课堂教学意识探讨综述 11-12 (三) 探讨措施 12-13 (四) 探讨对象以及创新之处 13-14 二、韩国京畿道高中汉语课协作教学模式及教学案例略论 14-17 (一) 韩国京畿道高中汉语课协作教学模式介绍 14 (二) 协作教学模式教学案例 14-15 (三) 课堂教学案例略论 15-17 三、教师课堂教学意识在协作教学模式中的应用和体现 17-24 (一) 合作意识 17 (二) “师师互动”意识 17-18 (三) 兼顾意识 18-19 (四) 监控意识和补救意识 19-20 (五) 示范意识和评判意识 20-22 (六) 课堂观察意识 22-23 (七) 互相借鉴意识 23-24 四、教学建议 24-27 (一) 充分认识并发挥两籍教师的各自优势 24 (二) 积极与教学搭档进行教学互动 24 (三) 加强对学生以及教学搭档的语言监控 24-25 (四) 注意语言示范和评判的统一 25-26 (五) 兼顾中国籍教师的本土语言(韩语)弱势 26-27 五、结语 27-29 注释 29 参考文献 29-32 附录 32-42 附录一：课堂观察记录 32-41 附录二：调查问卷 41-42 后记 42-43 |
