最近很多以学韩文为目的的在上大学然后，学习专业课时感觉很难。很多虽然在上人文大学和教育探讨生院上课，但却没有跟这些专业系对口的韩国语教材。为了解决这样的难...
最近很多以学韩文为目的的在上大学然后，学习专业课时感觉很难。很多虽然在上人文大学和教育探讨生院上课，但却没有跟这些专业系对口的韩国语教材。为了解决这样的难题，必须开发学习专业系科时书写能力的教育材料和教育措施。探讨者提示本书是以书写教育办法理论为背景的，其中‘内容中心言语学习理论’和‘分支中心书写教育理论’。‘内容中心言语学习理论’是同时教育专业课的内容和外国语，所以让学生能到达他们的要求的。其中‘分支中心书写教育理论’是对于教育学生个分支文章的结构和形式，写文章时可以指导让学生会活用这些结构和形式。
本探讨对人文大学的国语国文系的中国人学生和教育探讨生院的对外国人韩国语教育系的中国人学生实施了个人面试和问卷调查。通过面试和调查探明了大多数学生们1年多学习韩国语然后上大学专业系。还有问学生们入学然后专业系上课时有什么难点，学生们回答了写报告书（作业）和写考试答案时感觉很难。可是写报告书（作业），写考试答案时，没有韩国老师的帮助，没用能求实地帮助的韩国语教育材料。大多分学生们自己写作业或者活用上网抄写作业。都是很不完全的写报告书（作业），考试答案。不过这样的学生的写作能力虽然不足，但是学业的结果却不坏。结束学期然后毕业大学也却不难。因为教授们特别照顾外国人学生，所以教授们给学生很好的成绩的情况很多。因为学分不错，毕业也不难，所以大多分的中国人学生满意对自己的专业系学习还算满意。可是具体地问学了什么专业系课的内容，多理解专业系课的内容的时，很少有学生能够明确的回答出来。韩国语书写实力不足，所以在大学学专业系课时一定有不足的部分。但到毕业一直不改善这些内容，免费韩语论文，大多分的学生毕业大学，探讨生院。这些学生们毕业然后想回家，想找跟韩国语，韩国语教育有关系的工作。
为了改善中国人学生们的不足的书写技能，本探讨者设定了教育办法的基本方向和目标，根据基本方向和目标，开发了书写教育的材料和教育办法。提示的书写学习课的主要内容组成了各课程名称，学习主题，学习目标，有效地读文章，写文章的办法，必须掌握的书写作业等。1，2周的主要学习内容是写文摘报告书作业，3，4周的内容是做发表材料，5，6周的内容是写感想文作业，7，8周的学习内容是写考试的答案，9，10周的主要学习内容是写小论文的作业。个课学习主题和内容被组成了韩国大学的国语国文系和教育探讨生院的对外国人韩国语教育系上课时实际上用的材料。
开发教育办法完了后，对4个国语国文系的中国人学生和4个对外国人韩国语教育系的中国人学生实施了模拟上课，还有进行了对书写教育材料和办法的评价。本探讨受到了忠实于帮助进步书写能力的肯定的评价。但是有应该实施对更多的学生，更长的期间评价的界限。还有需要定作不足韩国语实力的学生的水平调整难易程度的更定探讨。需要调整对学生来说不感兴趣的材料兴趣程度的裨补探讨。
A number of Korean learners in undergraduate programs are experiencing obstacles in their major courses recently. While many of them are starting their academic careers in colleges of humanity or graduate programs of education, they cannot find approp...
A number of Korean learners in undergraduate programs are experiencing obstacles in their major courses recently. While many of them are starting their academic careers in colleges of humanity or graduate programs of education, they cannot find appropriate materials to help them fulfill the major courses in Korean language. For this reason, in order to overcome the troubles, appropriate writing materials and education plans should be developed to help them learn writing and keep establishing academic careers in their majors. In this , we made two suggestions as theoretical backgrounds for education of writing: 'Content-focused Language Learning Theory', which satisfies academic needs by teaching the content of course and foreign language simultaneously; 'Category-focused Approach', which teaches the structure and forms of text of each category and guides learners to apply them to practical writings.
After personal interviews and survey, we found that Korean learners from China who major Korean and Korean Literature in college of humanity or Korean Education as Foreigner in graduate programs of education usually have experience of learning Korean before they join the programs. They were also given questions about difficulties in the programs and answered that they have difficulties in writing s and answering the examination s. Without any help from teachers or Koreans, they do the assignments or answer the examinations by themselves, and hand in incomplete works with assistance of the internet. Despite of their insufficient ability for assignments, the marks were better than expected. They did not have troubles to receive the diploma. It is because the lecturers gave better grades with considerations for the foreign students. Most of the Korean learners from China were satisfied with their academic achievement because they received good GPA and successfully graduated. They, however, did not provide adequate answers for the questions about how properly they were learning knowledge of their majors. We could find that they just graduate from colleges and graduate schools without sufficient fulfillment in their majors due to insufficient competence in Korean.
The suggestions of this study are basic directions and goals to supplement and improve insufficient writing functions and, thus, practical models for education materials and plans for writing. The section model for writing education consists of title, study topic, goal of study, practice assignment on a weekly basis. The sections are composed as: summary and organization in the 1st & 2nd week; presentation writing in 3rd & 4th week; review writing in 5th & 6th week; answering examination in 7th & 8th week; and short writing in 9th & 10th week. The topics and contents of each sections are based on materials which are currently used in courses of Korean and Korean Literature departments and Korean Education as Foreigner departments in graduate programs of education.
As the development of educations plans were finished, the education materials and plans were reviewed by the majors of Korean and Korean Literature and Korean Education as Foreigner in graduate programs of education, and simulation teaching wes performed. The result of review on this study was that the materials and plan have positive points in that they are faithful to its original goals. They also, however, have limitations in that they should have had more subjects and longer period of assessment. Subsequent revisions and complements are necessary for the materials with lower marks due to lower interest and for adjustment of difficulty level for the students with lower ability in Korean.
，韩语论文范文 |
