| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 跟着汉语在全球规模内愈来愈普遍的应用，列国都开端如火如荼的停止汉语教授教养。列国、各黉舍的教导理念及教导办法都有所差别，个中许多课程的设置缺少体系性，也没有设置课程的根本规矩。这将严重作用汉语教授教养的效力。课程设置对中文教授教养起侧重要的感化，本论经由过程比拟调研究和查询拜访研究等办法来商量今朝美国、俄罗斯、乌克兰等国度的中文课程设置，提出响应的改良看法。本论文研究阐述共分为九章。起首在第一章中提出了研究的配景；第二章和第三章分离详细剖析了美国与俄罗斯两国的中文课程设置及其成长状态；第四章剖析比较美国和俄罗斯中文课程设置的差异；第五章则是从对俄罗斯和美国的军事黉舍黉舍动身剖析在中文课程上的成长状态与建议；第六章比拟匈牙利、泰国、埃及三国在中文课程设置上的差异；第七章以聂伯罗彼得罗夫斯国立年夜学为例剖析乌克兰的中文课程设置；第八章对乌克兰中文课程设置提出响应的建议和对策。第一，说话课程内容应具有时期性。第二，俄语论文范文，对中文课程的学时设置做恰当调剂，均衡汉英双语讲课时长。第三，制订迷信且体系的教授教养年夜纲。第四，组织中乌教员协作，编写对口教材。第五，俄语论文，晋升本国教员的汉语教养和教授教养才能，加年夜教员培训力度。本文对美国，俄罗斯、乌克兰及匈牙利、泰国、埃及等年夜学，包含美俄军事教授教养单元的中文课程设置停止调研，经由过程比拟，从教授教养理念到教授教养办法对分歧国度的年夜学中文教授教养有了清楚的熟悉，最初得出结论：固然每一个国度在中文课程设置上存在着必定的差别性，然则他们存在着雷同的弊病--在中文课程设置上过于繁琐；针对分歧的造就目的，在课程设置上没有明白辨别；固然设有理论类的课程，然则却不克不及公道计划时光。针对以上成绩，联合如今乌克兰的教授教养情况和中文课程设置中存在的各种成绩，提出了几点实在可行的修正看法。旨在增进乌克兰及其他国度有用构建完美的中文教授教养课程设置，增进中文教授教养的成长。 Abstract: With the increasingly widespread use of Chinese in the global scale, the countries have begun to stop teaching Chinese as a raging fire. The teaching ideas and teaching methods of all the countries and schools are different, and many of them are lack of system and the basic rules of curriculum are not set up. This will seriously affect the effectiveness of the teaching of chinese. The curriculum for the Chinese teaching main effect, the theory through analogy research discussion and survey research methods to discuss today in the United States, Russia, Ukraine and other countries of Chinese curriculum, put forward corresponding improvement opinions. This thesis is divided into nine chapters. Ukraine Bideluofusi the similarities and differences in the analysis of detailed analysis of the chapeau in the first chapter puts forward the research background; the second chapter and the third chapter from the United States and Russia, the two Chinese curriculum and the growth state; the fourth chapter analyses the comparison of the United States and Russia Chinese curriculum of similarities and differences. The fifth chapter is from Russia and the United States military schools schools start in Chinese curriculum growth state and suggestions; the sixth chapter compared to Hungary, Thailand, Egypt, three in the Chinese curriculum; the seventh chapter to Nie Bo Luo National University as an example to analyze the Ukraine Chinese courses setting; the eighth chapter of Chinese curriculum and puts forward the corresponding suggestions and countermeasures. First, the content of the course should have a period of time. Second, it is appropriate to adjust the class hours of Chinese courses, and balance the length of Chinese English bilingual lectures. Third, formulate a scientific and system of teaching. Fourth, the organization of teachers in cooperation, the preparation of counterpart materials. Fifth, the promotion of Chinese education and teaching ability of teachers, and the training of teachers. The United States, Russia, Ukraine and Hungary, Thailand, Egypt and other universities, research a set containing the US Russian military unit Chinese teaching courses, through the process of comparison, have a clear understanding from teaching theory to teaching methods for different countries to teach at the University of Chinese education, draws the conclusion: although each initial a country exists in the Chinese curriculum differences inevitable, but they have the same shortcomings in Curriculum -- Chinese complex; according to different training objective, curriculum settings do not understand is a kind of discrimination; theory of curriculum, but cannot reasonable plan time. In view of the above results, combined with the teaching situation in Ukraine and the Chinese curriculum in the presence of a variety of achievements, put forward a few points that the correct view. The aim is to promote the establishment of a perfect Chinese teaching curriculum in Ukraine and other countries, and to promote the growth of Chinese teaching and learning. 目录: |
