| （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。） 据2017年的统计，韩国高中黉舍除英语最多选的第二说话课程第一是日语（374，德语毕业论文，576名），第二是汉语（169，312名），尔后是法语（25，025名），德语（21，841名），西班牙语（4，158名）等。第二说话课程普通黉舍选出两种分歧说话课程，而先生来二选其一。这注解如斯多的黉舍机构已熟悉到学汉语的主要性而如斯多的先生原意进修汉语。抱着充斥的猎奇心开端进修汉语的先生，当进修汉字时碰到艰苦，常常掉去对汉语的兴致而不克不及进入中级汉语阶段或许不克不及消化教室上的内容。其实进修外语的难点不只仅在文字上。除文字之外还有许多身分会妨害先生的进修动力。不外现实上进修‘汉语者’，低级阶段到高等阶段总会碰到进修汉字的艰苦。但教室上的汉字教授教养法普通由先生本身重复书写和背诵为主。进修说话与文字时的重复练习虽然最主要，不外若探究出体系性的重复练习，进修者会战胜进修汉字的厌倦。为这一点，德语论文网站，汉语教员经由过程对汉字教授教养法的多样考核与研究，要明白教授教养的道理而要确立教授教养体系，要确立在我国教导现场上可以去应用的教授教养办法。 Abstract: According to statistics, in 2017, Korean high schools in English up to the election of the second language courses first is Japanese (374576 name), the second is Chinese (169312 name) and French (25025 name), German (21841 name), Spanish (4158) etc.. Second speak ordinary school curriculum selected two different language courses, and to choose one of mr.. This note so many school institutions have to understand the importance of learning Chinese and so many will learn Chinese mr.. Holding Mr. full of curiosity began to learn Chinese, when learning Chinese characters hit hard, often fall to the Chinese interest and cannot enter the intermediate stage of Chinese perhaps cannot digest the contents of the classroom. In fact, not only difficult to learn a foreign language in the text. In addition to learning motivation there are many factors impairing the words of mr.. But in fact "learning Chinese", the lower stage to the higher stage of learning Chinese characters always encounter hard. But the classroom teaching method of ordinary Chinese characters by Mr. repeated writing and reciting as itself. Learning to speak and repeat the text although most, but if a repetition of the exploration system, learners will learn to overcome boredom Chinese characters. For this, a teacher of Chinese through the process of Chinese character teaching method diversity evaluation and research to understand teaching of the truth and to establish the teaching system, to establish in our country education field can be used to teaching methods. 目录: 摘要 4-5 Abstract 5 前言 7-9 1 汉字的特性 9-16 1.1 笔画 10-11 1.2 部件 11-12 1.3 部首 12 1.4 类似性 12 1.5 六书说 12-16 2 汉字教学科学化的必要性 16-19 3 韩国学生的汉字教学 19-21 3.1 汉语教学中的汉字教学进行方向 19-21 4 韩国学生的汉字教学法 21-37 4.1 分解法 21-24 4.2 组合法 24-28 4.3 分类法 28-33 4.4 比较法 33-37 5 结语 37-39 参考文献 39-40 |
