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어린이 중국어 교재 분석

Title
어린이 중국어 교재 분석
Authors
김명은
Issue Date
2003
Department/Major
교육대학원 중국어교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
This study aimed at identifying what goals, contents and levels children s Chinese teaching materials have. For this purpose, of children s Chinese teaching materials published in Korea, three were selected that comprehensively cover pronunciation and conversation, criteria for analysis were set considering the characteristics of Chinese language and the goals and characteristics of foreign language education for children, and then based on the criteria, the constitutional structure and the linguistic materials of the selected textbooks were analyzed separately. The greatest advantage of Textbook A is that it edited the book mainly using Chinese alphabetical consonants and vowels so that children can learn Chinese as a spoken language without the burden of Chinese characters. Textbook B contains cute and pretty illustrations and is designed neat and tidy. In addition, its appendices are adapted for children s interest and contain Chinese cultures. Textbook C has the most substantial contents and structure, exercise questions in each unit emphasize different points, and conversation materials are supported with carefully designed illustrations. Major problems identified in the teaching materials are as follows. First, because the units of the textbooks are structured focused on the main text and lack speech materials, they are insufficient for developing children s communication ability. Second, all the three teaching materials do not contain indications on listening, and in general they do not deal seriously with listening. Third, Textbook B and C contain Chinese characters even in their appendices, which are songs and plays for stimulating children s interest. This does not meet the demand of children s Chinese education for learning Chinese as a spoken language. Fourth, Textbook C offers writing too much from the beginning and children have difficulties in writing characters because the stroke orders are not presented. Fifth, all the three teaching materials include a large size of vocabulary ranging between 400~460 words, but new words are not distributed evenly throughout units and there are a large number of words unfit for children. Particularly, concentrating on explaining new words, these textbooks fail to induce children to practice words through repetitive use. Lastly, the three textbooks do not expand the scope from self to family and society, and their contents lack consistency. Particularly, Book 1 of Textbook A and Textbook B reiterate same contents in many places. According to the results of analyzing the teaching materials, their merits are well contrasted with the demerits. Although it is desirable for each textbook to be characteristic, they must serve the ultimate goal of children s Chinese education, which is to develop children s communication ability based on a spoken language. An important consideration in developing children s teaching materials is to stimulate children s interest in Chinese language and China. For this, teaching materials should be based on Chinese alphabetical consonants and vowels rather than Chinese characters. Moreover, to achieve the maximum result with the minimum effort, it is critical to know what words are essential and the base of communication ability. Besides existing textbooks, many other teaching materials will be researched, developed and published in the future. The present study is expected to contribute to children s Chinese education and the development of teaching materials.
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교육대학원 > 중국어교육전공 > Theses_Master
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