韓國漢語敎學課堂有意義提問硏究

다국어 초록 (Multilingual Abstract)

Influenced by the language learning environment, Chinese language education as a foreign language has few opportunities for learners to interact with the actual Chinese environment, and there is no opportunity to communicate in Chinese. Therefore, classroom activities are the main way for students to achieve their Chinese learning goals. The more conversations and interactions there are in Chinese classes, the more opportunities to use Chinese can be provided to learners, and thus students’ understanding of Chinese concepts is deepened. Questions are an important way for teachers to organize students to actively engage in conversations and interactions. Ask questions to activate students’ background knowledge, make students’ background knowledge contact with new knowledge, and improve students’ cognition of Chinese.
Based on constructivist learning theory and semantic learning theory, this paper presents a strategy to produce effective questions in class, i.e. meaningful questions. The paper also illustrates how to implement meaningful questions and illustrates concrete plans by using elementary-level classes, intermediate-level classes, and advanced-level classes as examples. Meaningful questions allow learners to gain an understanding of Chinese knowledge and improve their Chinese language skills in the process of observation, recall, comparison, analysis, and interaction of application.