http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Tungalag Orkhontuul (검색결과 1 건)
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몽골 초·중등학생을 위한 표준한국어 분석 연구 : 초급 교재를 중심으로
Tungalag Orkhontuul 韓國外國語大學校 KFL大學院 2020 국내석사
The Standard Korean Textbook 1 & 2 for Mongolian Primary and middle school students are commonly being used in Mongolia primary, middle, and high schools. Referring to the study done by National Institute of Korean Language, and the textbook analyzation done by 이해영(2001), 서종학(2001), 김영선(2006), the textbook is analyzed based on their education, classroom environment, external and internal structures. In detail, these includes the process of the education, language function, theme, vocabularies, grammar, culture, practices and evaluation. The problematic pictures and photos are shown in the textbook and mistakes in translations are also analyzed. Based on the result, both textbooks are focused on communication and able to be used in smart classrooms. It is not suitable for using in other traditional classroom settings. In terms of the difficulty, <Standard 1> is easier than <Standard 2>. However, both textbooks are weak in terms of arousing the students’ interest, the formats are simple and dull. The other problem is that many of the pictures and photos being used did not match the theme or conditions, and that the characters do not have unity and reality. There are also many mistakes in translations and choice of vocabularies. Most of the grammar being shown in the textbook as a corresponding grammar in Mongolian language and are always being repeated. In terms of vocabularies, there are many new vocabularies in the activity part that have not been taught yet. In the listening and speaking part, the quality was not ideal, and the speech rate was too fast that it was not realistic. For reading and writing part, although there are various questions and themes, the format keeps repeating that students may lose interest. In terms of culture, many daily life cultures are being introduced and it is compatible with the International Standard Curriculum of Korean Language, however still many of the knowledge about culture are missing. Based on the result mentioned above, the recommendations are as follows. Firstly, introductions and explanations in grammar part, pictures with reality and unity should be added. New theme and reading, writing content should be added too. As it is possible that the teachers cannot give feedback on the activities and evaluation questions, explanations of the questions should be added in detail in the appendix. New cultural contents should also be added based on the International Standard Curriculum of Korean Language and similar contents should be integrated and rearranged. Students felt difficulty in preparing and studying with the textbook. Learning strategies should be introduced in grammar, expressions, vocabularies, listening and speaking, reading and writing part. Mistakes in translations should be eliminated while the proper nouns should not be translated when they are being introduced. Various styles of voices should be used in speaking and listening part. Making a good use of the internet is also a good way to do so.
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