韩国汉语学习者课堂小组互动模式研究

王帅,金沛沛 한국언어연구학회 2020 언어학연구 Vol.25 No.3

This paper takes Chinese learners from the Chinese department of a Korean university as the object of study and probes into the classroom group interaction mode of Korean Chinese learners. During the 4-month observation period, a total of 5 videos were recorded and 61 groups of interactive data were obtained. After the data transcribed, we divided the interaction modes into two dimensions of equality and interactivity, and the results concluded five types of interaction modes: team, expert/novice, dominant/passive, rotating, and team/marginal. The article also discusses the characteristics of the member constitution of different interaction modes.

基于数据库的现代汉语动量词与动词组合的再考

王帅 ( Wang Shuai ) 중국어문연구회 2020 中國語文論叢 Vol.0 No.98

This paper aims to reconsider the combination between Verb-measure Words and Verbs in Mandarin Chinese based on corpus. In the existing research, we can know that Verb-measure Words and Verbs have strong relevance in semantics. So their combination is inevitable. But not all Verbs can combine with Verb-measure Words. As a part of speech which can measure the quantity of the movement, Verb-measure Words can only combine with the ‘bounded verbs’ which have inception, finish and continuous duration. According to the systematic analysis of verbs representing course of event by Guo Rui(1993), the type of Vc Verbs can only combine with Verb-measure Words in theory. But we found out that there are some exceptional cases which are not the ‘bounded verbs’ such as ‘die(死)’ and ‘marry(结婚)’ that can combine with Verb-measure Words in corpus. By the research based on the BCC Corpus, many of the ‘unbounded verbs’ can combine with Verb-measure Words in the language context. In fact ‘boundedness’ is not absolute. In some language context, some ‘unbounded’ state can be changed to ‘bounded’ one. So some ‘unbounded’ verbs also combine with Verb-measure Words if they have ‘boundedness’ in language comtext. It is related to the change of human recognition.

语言类型学视角下的“Num+次”错序偏误考察 ― 以韩语母语者为中心

王帅 ( Wang Shuai ) 중국어문연구회 2022 中國語文論叢 Vol.- No.111

This paper analyzed the misordering error of Korean learners about “Num+Ci(次)” based on HSK corpus. On this basis, the teaching and pratice methods for Korean students was also presented. “ Ci(次)” is not only one of the most frequently used words in the modern Chinese language, but also one of the most grammatically important verb measure word at a beginner level in learning the Chinese language. Meanwhile, the most obvious error made by Korean learners of the Chinese language is the misordering error. The misordering error is a type of error occurred when the order of an adverbial phrase and a complement is switched, and it is hard to locate “Num+Ci(次)” and an object. This paper analyzed the reasons for the misordering error from the perspective of linguistic typology. In a comparison associated with the corpus data, learners who use a different native language of different language category shows a clear difference in the appearance of the misordering error. However, learners who use a different native language of the same language category show similarity in error pattern and error rate. In specific, Korean and Japanese are both classified as an SOV language category, and “Num+Ci(次)” locates before a verb. On the other hand, both English and Chinese follow the basic order of an SVO language category, in which locate “Num+Ci(次)” after a verb in general. Herein, when it comes to the misordering error of “Num+Ci(次)”, Korean learners and Japanese learners show similar patterns, whereas learners who use English as their native language barely make the misordering error. In this regard, it is difficult to say that dialogues, interpretations, and exercises regarding “Ci(次)” in Chinese language books are for Korean learners. Hence, developing a Chinese language book is needed to overcome the error frequently made by Korean learners.

新时代大学生奋斗精神培育研究 : 以创新创业教育和思政教育融合研究为视角

褚庆柱,陈刚,王帅,刘奕辰,尹文超,邹亚平,Chu, Qingzhu,Chen, Gang,Wang, Shuai,Liu, Yichen,Yin, Wenchao,Zou, Yaping Institute of Management Research 2021 Journal of East Asia Management Vol.2 No.1

Struggle refers to the process of overcoming various difficulties for a goal. The spirit of struggle is a positive attitude and reaction reflected in the process of struggle. Cultivating the spirit of struggle of college students is the call of the new era. In essence, the cultivation of the spirit of struggle is a process of learning, which is in line with Bandura's Observation Learning Theory(Bandura, 1977):Attention, Maintenance, Reproduction and Motivation. The cultivation of College Students' spirit of struggle in the new era is also a learning process of enriched experience. It is necessary to cultivate the spirit of struggle into the soul of college students and make it become a habit of students. Moreover, it is crucial to carry out adaptive transformation of Bandura's observation learning theory. By studying the mechanism of the spirit of struggle of college students, taking innovation and entrepreneurship education as a means, and aiming at cultivating the connotation of President Xi's thought on socialism with Chinese characteristics for a new era, this paper constructs the AIST model for cultivating the spirit of struggle of college students in the new era. This model includes online learning acceptance platform(Acceptance), classroom experience stimulation platform(Inspiration), iterative training solidified platform (Solidification), and competition practice transfer platform(Transfer). The purpose of this model is to provide a practical way for universities to fulfill the fundamental task of moral education and cultivate qualified socialist builders and successors. The number of students using the online learning acceptance platform ranked the first among that of the similar courses in China; The classroom experience stimulation platform and the iterative training solidified platform support each other, with an effective rate of 97%; The competition practice transfer platform has realized the continuous growth of the number of awards won in competitions for three years. The direction of future efforts is to establish the external mechanism of the spirit of struggle, to ensure the effectiveness of classroom experience and iterative training, to cultivate teachers with coaching skills, and to accurately measure the transformation point of external and endogenous motivation.

基于情感教育的高校思政课程实践研究

李玲云(Lingyun Li),王帅(Shuai Wang) YIXIN 출판사 2024 教育教学研究论丛 Vol.2 No.1

本文以基于情感教育的高校思政课程教学实践策略为研究目标,采用经验总结法与探索性研究法展开深入分析。首先总结了情感教育在高校思政课程中的应用价值,主要包括强化学生学习动机、提升学生理解能力、促进学生道德素养、辅助思政教学改革等。其次具体分析高校思政课程中情感教育的现状、问题及成因,主要问题包括思政教育流于形式化、学生缺乏情感教育认知、教师缺乏情感教育意识,原因则主要从教师能力、社会环境与教学形式层面展开分析。最后提出了提高教师情感素养、激发学生责任意识、营造良好师生关系、创建真挚情感氛围等教学改革策略。 This paper takes the teaching practice strategy of ideological and political courses in colleges and universities based on emotional education as the research goal, and uses the method of experience summary and exploratory research to carry out in-depth analysis. Firstly, it summarizes the application value of emotional education in ideological and political courses in colleges and universities, including strengthening students' learning motivation, improving students’ understanding ability, promoting students' moral quality, and assisting ideological and political teaching reform. Secondly, it specifically analyzes the status quo, problems and causes of emotional education in ideological and political courses in colleges and universities. The main problems include the formalization of ideological and political education, the lack of emotional education cognition of students and the lack of emotional education awareness of teachers. The reasons are mainly analyzed from the aspects of teachers' ability, social environment and teaching forms. Finally, it puts forward some teaching reform strategies, such as improving teachers’ emotional accomplishment, stimulating students’ sense of responsibility, building good teacher-student relationship and creating sincere emotional atmosphere.

习近平文化思想的唯物辩证法意蕴

郑维(Wei Zheng),王帅(Shuai Wang) YIXIN 출판사 2024 Journal of China Studies Vol.2 No.3

习近平文化思想是对建设什么样的社会主义文化强国和怎么建设社会主义文化强国一系列基本问题的深刻回答形成的科学理论,是马克思主义文化观在当代中国的升华和飞跃。习近平文化思想具有深厚的唯物辩证法意蕴,体现在经济建设与文化建设的“互动辩证法”、文化主体与文化多样的“主次辩证法”、文化继承与文化创新的“发展辩证法”和文化阐释与文化实践的“统筹辩证法”。对习近平文化思想蕴含的唯物辩证法进行具体阐述,有利于深化对包括习近平文化思想在内的习近平新时代中国特色社会主义思想的深度理解和把握,增强科学理论指导文化实践的效能。 Abstract:Xi Jinping thought on culture is a scientific theory formed from profound answers to a series of basic questions about what kind of socialist cultural power is to be built and how it is to be built, and it is a sublimation and leap forward of the Marxist concept of culture in contemporary China. Xi Jinping Thought on Culture has a deep materialistic dialectical content, which is reflected in the “interactive dialectic” of economic construction and cultural construction, the “primary and secondary dialectic” of cultural subject and cultural diversity, the “development dialectic” of cultural inheritance and cultural innovation, and the “development dialectic” of cultural inheritance and cultural innovation, and “co-ordination dialectic” of cultural interpretation and cultural practice. Specifically elaborating on the material dialectic embedded in Xi Jinping Thought on Culture is conducive to deepening the in-depth understanding and grasp of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, including Xi Jinping Thought on Culture, and to enhancing the effectiveness of scientific theories in guiding cultural practice.