從敎學三部曲來談初級漢語的敎學

감서원 ( Seo Won Kam ) 중국학연구회 2007 中國學硏究 Vol.- No.42

翻轉課堂在對外漢語教學中運用的再思考

감서원(Kam, Seo-won) 원광대학교 인문학연구소 2018 열린정신 인문학연구 Vol.19 No.2

‘거꾸로 교실(Flipped Classroom)’은 학생들이 온라인으로 교수 내용을 학습한 뒤 실제 교실 수업에서는 토론이나 과제 풀이 등을 진행하는 새로운 수업 방식이다. 본고는 이러한 ‘거꾸로 교실’이 첨단 기술 사회에 부합하는 혁신적인 교수 모델인 동시에 중국어교육에도 효과적으로 활용될 수 있다는 관점을 기초로 출발하였다. 본고는 우선 선행 연구를 바탕으로 ‘거꾸로 교실’의 정의 및 내재된 의미를 고찰한 후, 교사들이 ‘거꾸로 교실’의 수업 방식과 관련해 제기할 수 있는 각종 질문 및 의구심에 대한 답을 제시해 보았다. 그리고 이어서 ‘거꾸로 교실’ 수업 방식을 중국어교육에 응용한 로직모델을 제안한 후, 마지막으로 이와 같은 새로운 방식의 수업을 효과적으로 진행하기 위해 교사들이 준비해야 할 사항 또한 제시하였다. “Flipped Classroom” is a new teaching model which, in the author’s point of view, is an effective teaching method corresponding to the current times. This paper first expounds on the definition and connotation of the “Flipped Classroom”, and then, proposes answers to the questions and reservations teachers might have about the “Flipped Classroom” concept. Finally, it proposes a logical model for constructing the “Flipped Classroom” for the Chinese teaching method. The author raises issues on how teachers should prepare themselves to meet the challenges of applying the “Flipped Classroom” teaching method.

我們需要“國別化”漢語敎材嗎?

甘瑞瑗(Kam,Seo-won) 중국어문학연구회 2015 중국어문학논집 Vol.0 No.94

The paper aims to answer the question;“Do we really need the ‘country-specific’ textbooks?” Recently there are some scholars that assert that there is no need to compile the “country-specific” textbooks. However, this paper tries to present a different point of view. First, according to the current status of Chinese learning, about 99% of Chinese learners are not in China learning Chinese. They live in their own country and learn Chinese there. Second, in order to process sucessful TCFL(Teaching Chinese As a Foreign Language), we should fully understand whom we are teaching. Further more, the main purpose of language teaching is to enhance the learner’s communicative ability. Based on these argumentations, the author proclaims that the compilation of “country-specific” textbooks is a prerequisite for better teaching of Chinese to Foreigners; and the compilation work should be done by the collaboration between Chinese teachers and local teachers.

對外漢語寫作敎學

甘瑞瑗(Kam, Seo-won) 중국어문학연구회 2014 중국어문학논집 Vol.0 No.89

Among Chinese Writing teaching practice, we can easily find that the errors which students made mostly related to the words’ combinations and collocations. And we shall often discover correlation between grammatical and semantic categories. It is clear that words’ combinations shall follow the rules of the grammatical constructions; and collocation is an important part of semantics. Especially in the Chinese characters circle such as Korea, one of the main points at issue is that there are differences between HanZiCi and HanYuCi. This paper tries to propose a new teaching model and teaching strategy/method of Chinese Writing based on Saussure’s Syntagmatic and Paradigmatic Theory. There are syntactic and semantic conditions the words in a Syntagmatic relation must meet. And synonymy, antonym and homogeneous words are the realizations of semantic Paradigmatic relationship.

任務型語言教學的另一體現模式

甘瑞瑗(Kam Seo-won) 중국어문학연구회 2012 중국어문학논집 Vol.0 No.76

The research on Task-Based L2 Teaching has been given a lot of attentions from Language educational circles in recent 30 years. However, it applies to TCFL(Teaching Chinese As a Foreign Language) just in recent few years. This paper attempts to propose a new practical model of the Task-Based L2 Teaching?Immersion-Week Model. This model, according to author’s opinion, can integrate all types of courses; and it will not affect the normal class teaching. Moreover, it can truly embody the substantive value and its practical use of the Task-Based L2 Teaching.

对非目的语国家非汉语专业学生的中文教育文化教学实践分析

甘瑞瑗(Kam, Seowon),袁喆(Yuan Jie) 원광대학교 인문학연구소 2014 열린정신 인문학연구 Vol.15 No.2

With China’s rapid economic growth, Teaching Chinese as a Foreign Language has also gained a great development. At the same time, the importance of teaching of culture has drawn more and more attention. It has always been controversial whether the teaching of culture should be taken as an independent course in the curriculum of teaching Chinese as a Foreign Language. Also, it is of great value to discuss the questions as: whether it is necessary for students majoring in Teaching Chinese as a Foreign Language to conduct the teaching of culture? How should the teaching be conducted? What should be included in the teaching? What teaching strategy should be adopted for? This paper went through a series of teaching practices on the teaching of Chinese culture to answer those questions.

談談我對對外漢語敎學專業設置的幾點看法

甘瑞瑗(Kam Seo-won) 중국어문학연구회 2010 중국어문학논집 Vol.0 No.64

Curriculum design is an aspect of the education which focuses on guiding and developing the potentials of students. This is particularly true of schools at the university level, where the diversity of a curriculum will be a sticking point to the department. Recently, especially after we went through so called "Global Financial Turbulence/Crisis" which is the biggest financial crisis since the Great Depression nearly 80 years ago, there is a strong tendency to social moral standard in curriculum design. We can't deny that one of the essential educational themes of Teaching Chinese to Foreigners is to spread chinese culture, social values, social standards and heritage; and further the communication, understanding; and eventually promote the peace of human societies. This paper focuses on the curriculum design of Teaching Chinese to Foreigners. It suggests to open "Ethics and Moral Accomplishment Class", "Cross-Cultural Class", "Chinese Cultural Skills Class", "Second Foreign Language Class", "Multimedia and Digitalized Teaching of Chinese Class", "Oversea Intern Programs" in order to better improve and consummate the subject.

非目的語環境下的影視漢語敎學實踐與思考 -以韓國爲例-

감서원 ( Seo Won Kam ),유계홍 ( Ji Hong Liu ) 중국학연구회 2006 중국학연구 Vol.- No.36

對韓初級漢語敎材淺析之我見

甘瑞瑗(Kam, Seo-won),金孝眞(Kim, Hyo-jin) 중국어문학연구회 2011 중국어문학논집 Vol.0 No.71

외국어교재는 학습자나 교수자 모두에게 핵심적인 부분이다. 더욱이 학습어의 실제 환경이나 원어민을 통한 소개를 접하지 못하는 학습자에게 있어서 교재의 역할은 더욱 중요하다고 할 수 있다. 최근에는 다양한 언어학 이론을 반영하거나 교수법을 적용한 교재 뿐 아니라 학습자의 모국어,나라,연령,소속,목표,동기 등을 고려하고 반영한 세분화된 교재들도 나오고 있다. 특히 이러한 “??化”의 요소들은 교재편찬 시 고려하고 충분히 반영되어야할 것이다. 왜냐하면 이러한 연구의 토대 위에서 편찬된 교재라야 비로소 어떤 지향성을 지닐 수 있어서 실질적인 외국어 학습에 도움을 줄 수 있고 학습의 효과를 크게 향상시킬 수 있기 때문이다. 중국어는 최근 제2외국어로서의 단순한 교육적 차원을 넘어서 중국의 발전과 건설을 상징하는 외국어로서 질적 그리고 양적인 면에서 모두 놀라운 속도와 규모로 발전을 거듭해 오고 있다. 그 중 중요한 지표가 되는 교재는 이미 다양한 수준과 유형의 교재들이 출판되어 기본적인 교재체재는 갖추었다고 할 수 있다. 그러나 학습자의 다양한 요구를 충분히 반영하고,학습대상과 교육과정에 고려하여 좀 더 조직적이고 체계적인 교육이 이루어 질 수 있도록 설계된 교재는 여전히 부족한 실정이다. 본고는 근 15년 동안 우리의 교육현장에서 비교적 널리 사용되고 있거나 최근 우리 중국어현장의 교학 경험을 반영하여 출판된 교재들을 “적합성,실용성,과학성,흥미성” 등 교재 평가의 기본항목들을 중심으로 논해 보겠다. 예로 제시한 11여권의 교재들은 실용적 측면이나 중국어에 대한 흥미를 유발하는 면에서 비교적 높은 평가를 받고 있지만,우리나라의 제 2외국어로서의 중국어 학습 수요를 충분히 반영하고 있다고 할 수는 없다. 본고는 기존 교재들의 내용과 구성,장단점 등 기초적인 분석을 통하여 문제점들을 제시하여, 향후 기존 교재에 대한 체계적인 연구에 미비하나마 도움이 되고,중국어 교재 개발에 보완이 되었으면 하는 점들을 살펴보았다.

漢語教師的跨文化意識與文化傳播

甘瑞瑗(Kam, Seo-won),劉繼紅(Liu Jihong) 중국어문학연구회 2017 중국어문학논집 Vol.0 No.102

Chinese as a second language teaching is in fact a process of cross-cultural communication, in which area teachers play multiple roles in the classroom. They are not only the communicator of Chinese culture, the leader and organizer of classroom teaching, but also the communicator of cross-cultural communication and the learner of different cultures. This paper expounds the connotation of cross-cultural awareness of Chinese teachers in three aspects: knowledge about cultural differences, the subtle sensitivity of these differences, and how to bridge the differences. The authors believes that the cross-cultural awareness of the teachers is a key to the success of cultural communication, therefore, to appraise the role and role of teachers to promote cultural communication is substantially important.