| 韩国汉语教室最近几年来鼓起协同教授教养形式，韩语论文题目，其对汉语备课与教授教养发生了全方位的作用。备课决议着教室教授教养的实行和实行质量的高下。本文重要是以中韩协同教授教养为配景，评论辩论教员协同备课的意义、内容、实行步调。1。“协同备课”，须要两位或多位教员在雷同的时空，依据教授教养年夜纲针对雷同的先生、教材，协作、评论辩论行将要传授的课程、先生的需求和传授的办法并构成教案。两位乃至多位教员要在协同中互相进修、优势互补，做勤学生、教材和教法的剖析，找到更迷信的上课措施。2。相较于‘零丁备课’，‘协同备课’有以下优势。起首，协同备课易于发明“备课盲点”；其次，协同备课能将教授教养材料、教授教养资本精确地与先生对接；再次，协同备课可以或许带来教授教养法的多变；最初，在协同备课的进程中可以或许让两边教员在任务进程配合生长。3。协同备课须要从“先生”“教材”“教授教养法”动手。“协同备先生”时因为韩国教员对于先生的念头、程度、平易近族心思等身分加倍懂得，须要其作出对于进修资料的选择和断定；而中国教员应当针对先生的兴致，韩语论文，将有吸引力的进修资料出现给先生。“协同备教材”进程中，韩国教员对于教授教养年夜纲、教材、课程资本等方面熟悉更清楚，而中国教员可以或许凸起教材中的重难点和兴致身分，削减先生畏难情感、增长进修动力。“协同备教授教养法”要施展“协同备课”教员之间的沟通优势，即说话情况的发明、思惟交换的天然频仍、教授教养评价的多样化等等，中国教员的说话优势加上韩国教员的合营与引诱周全造就先生，重视其成长。本文愿望经由过程实际与理论联合的措施，整合出顺应于“韩国汉语协同教授教养”的“协同备课”战略，以求“协同教授教养”和“协同备课”研究的过细化、专门化。 Abstract: South Korean Chinese classroom in the last few years, the collaborative teaching mode, which has a full range of influence on Chinese teaching preparation and teaching. Preparing for the implementation of classroom teaching and the implementation of the quality of the students. In this paper, it is important to cooperate with China and South Korea to match the background, the significance, content and implementation of the collaborative preparation of teachers in the debate. 1. "Collaborative planning", two or more teachers in the same time and space, according to the teaching of the students in the same class, teaching materials, collaboration, review debate is about to teach the course, the teacher's needs and teaching methods and constitute a lesson plan. The two bit and even a number of teachers have to learn from each other in a cooperative, complementary advantages, to do the analysis of the students, teaching materials and teaching methods, to find a more scientific approach. 2. Compared to the "lessons alone ',' collaborative lessons' has the following advantages. First and foremost, the cooperative preparing for lessons easy invention "lesson blind"; secondly, the cooperative preparing for lessons to the teaching material, teaching capital accurately and Mr. docking; again, the cooperative preparing for lessons may bring teaching method of changeable. Initially, in collaborative lesson preparation process can perhaps so that both sides of the teacher in the course of their work with growth. 3. Collaborative planning needs to be from "Sir" "teaching material" "teaching method". Mr. "co production", because the South Korean teacher about the idea, the degree, the National People's minds and other factors, need to make their choice and determine the learning materials, and the Chinese teachers should be in the interest of the students, will have the appeal of learning materials appear to mr.. "Collaborative teaching material preparation process, Korean faculty on familiar with the teaching of the eve of the outline, teaching materials, curriculum capital more clearly, and Chinese teacher can perhaps raised in the teaching of the important and difficult points and interest identity, cut Mr. fear of emotion, growth dynamic learning. Important cast "collaborative lesson" between teacher communication advantage "collaborative preparation teaching method", that speaking of the invention, frequent exchange of ideas of natural, teaching evaluation of diversification and so on, Chinese teacher speak advantage and Korean Faculty of joint venture with the temptation Zhou Quanzao Mr., attach importance to its growth. This article wishes to integrate the "cooperative learning" strategy, which is adapted to the "cooperative education" of "South Korean Chinese Collaborative Teaching" strategy. 目录: |
