| 跟着“汉语热”在韩国的连续加温，愈来愈多的中国汉语教员离开韩国与韩国汉语教员一路组建中韩汉语协同教授教养团队，实行汉语协同教授教养。协同教授教养形式在韩国普遍的运用于第二说话的教授教养中，中韩汉语教员协同教授教养形式不只对先生们进修汉语起到很年夜感化，同时也很年夜水平上赞助韩国汉语教员实行更好的汉语教授教养。与此同时，韩语论文网站，中韩汉语教员协同教授教养也存在许多成绩，严重作用协同教授教养的优势施展。所以本论文以中韩汉语教员协同教授教养形式存在的成绩为动身点，联合自己中韩汉语协同教授教养的理论，找出成绩，韩语论文网站，剖析成绩发生的缘由，并提出公道、有用的处理办法。本论文的组成以下：第一部门起首引见了韩国汉语协同教授教养形式，并论述了中韩汉语教员在中韩汉语协同教授教养形式中的义务和感化，以此肯定中韩汉语协同教授教养形式的实效性和公道性。第二部门提醒了中韩汉语协同教授教养形式存在的成绩：中韩汉语教员协同团队组建的随机性；中韩协同教授教养教员间缺少稳固、连续的沟通和反应；中韩汉语协同教授教养中缺少对协同效应“掌握参量”的存眷；中韩汉语教员存在的成绩。并对招致这些成绩的缘由，做了具体的剖析、解释。第三部门针对这些成绩提出公道、有用的处理办法：坚持沟通、进修和反应，树立互相支撑的协同团队；中韩汉语教授教养要以先生为中间，实行合适先生的汉语教授教养；中韩汉语协同教授教养要留意增强中韩汉语教员协同教授教养本质的造就。 Abstract: Follow the "Chinese fever" in the continuous heating of South Korea, a more China Chinese teacher left South Korea and South Korea set up the Chinese and South Korean Chinese teacher of Chinese teaching Chinese to implement collaborative team collaborative teaching. Collaborative teaching form in the Korean popular applications in second language teaching, Chinese teacher of China and Korea collaborative teaching form not only of gentlemen learning Chinese to very big effect to the and to a large extent, sponsorship of Korean Chinese teacher implementing teach parenting in Chinese better. At the same time, China and South Korea Chinese teacher collaborative teaching also has many problems, seriously affecting the collaborative teaching advantage display. So this thesis in Chinese and Korean Chinese teacher collaborative teaching form of achievements as a starting point, the United Korean Chinese collaborative teaching theory, finding out the problem, analysis of reasons for the problems, and put forward the reasonable and effective treatment measures. This thesis consists of the following: First Department first introduced the South Korean Chinese cooperative teaching method, and discusses the Chinese teacher of China and Korea in China and South Korea Chinese collaborative teaching form of obligation and influence, it is in order to affirm that China and South Korea Chinese collaborative teaching form the effectiveness and rationality. Second Department reminded China and South Korea Chinese collaborative teaching form results: Korean Chinese teacher collaborative team set up random; Korea and cooperative teaching between teachers lack of stable and continuous communication and response; China and South Korea Chinese collaborative teaching lack of synergy "master parameters concern; Chinese teacher in China and South Korea in the presence of achievement. And for the reason of cause of these problems, do a detailed analysis and explanation. The third sector to solve these problems put forward reasonable and useful approach: persist in communication, learning and reaction, establish mutual support collaborative team; China and South Korea Chinese teaching should take the student as the center, the implementation of suitable for the students of Chinese teaching; China and South Korea Chinese Cooperative professor to support teaching should pay attention to enhance ROK Chinese teacher collaborative nature of teaching training. 目录: 中文摘要 4-5 ABSTRACT 5-6 一、引言 8-10 (一) 探讨背景 8 (二) 探讨综述 8-9 (三) 探讨目的及意义 9 (四) 探讨思路及措施 9-10 二、中韩协同教学模式 10-13 (一) 在汉语课堂教学中中韩汉语教师协同教学模式的组成 10-11 1、韩国老师主导,中国老师辅助 10 2、中国老师主导,韩国老师辅助 10 3、中国老师和韩国老师共同主导课堂 10-11 (二) 中韩汉语教师在协同教学中任务和影响 11-13 三、中韩汉语教师协同教学模式中存在的问题及原因 13-19 (一) 中韩汉语教师协同团队组建的随机性 13 (二) 中韩协同教学教师间缺乏稳定、持续的沟通和反馈 13-14 (三) 中韩汉语协同教学中缺乏对协同效应“控制参量”的关注 14-15 (四) 中韩汉语老师在中韩协同教学中存在的问题 15-19 1、中国老师在协同教学中容易“缩位”或者“越位” 15 2、中国教师课件、多媒体制作问题 15-16 3、中国老师和韩国学生们的相处问题 16 4、韩国汉语教师在中国文化教学上带有片面性和滞后性 16-17 5、韩国汉语教师在协同教学中没有充分发挥协调影响 17-19 四、中韩汉语协同教学的对策 19-26 (一) 保持沟通、学习和反馈,建立相互支持的协同团队 19-22 1、阶段性的沟通和讨论确保教学的顺利实施 19-21 2、中韩汉语教师应在协同教学中应相互学习、取长补短、共同成长 21-22 (二) 中韩汉语教学要以学生为中心,实施适合学生的汉语教学 22-24 1、教学活动的开展和实施要有针对性 22-23 2、构建适合学生学习的语言环境、实施趣味教学 23-24 (三) 加强中韩汉语教师协同教学素质的培养 24-26 五、小结 26-28 注释 28-29 参考文献 29-30 致谢 30-31 |
