[Keywords:] the new curriculum to Korean teaching methods
First of all, as a new course, Korean teaching should pay attention to all-round development.
The biggest beneficiary of the new round of curriculum reform in higher vocational colleges should be students. As a teacher, we should respect students, pay attention to emotional teaching, and more importantly, cultivate students' social practice ability. As far as respecting students is concerned, we must first admit that there are differences and personalities among students. We should provide equal learning opportunities and practical learning guidance for each student according to their differences. Howard, a world-famous psychologist and educator? Dr. Gardner put forward the theory of multiple intelligences in the book "The Structure of Mind", which is very helpful for us to change our educational concept and re-recognize the differences and development of students. In fact, in Korean teaching, we will also find students' differences in Korean learning: girls are good at memorizing words and rules, while boys are good at reading and thinking; Some students have strong oral expression ability, while others are good at written expression. As a teacher, we should give guidance according to the different characteristics of the students we teach, especially Korean teaching. Korean is a new discipline that has developed and expanded in recent years, and it is also a small language. There are still shortcomings and vacancies in many aspects. This requires teachers to carefully design and study teaching according to the characteristics of Korean.
Second, Korean teaching should focus on cultivating students' comprehensive language use ability.
1. Mastering language skills is the main purpose of language learning. The so-called language skills include listening, speaking, reading and writing skills and their comprehensive application ability. Listening and reading are skills of language input, that is, absorption, while speaking and writing are skills of language output, that is, expression. A person's ability to use language must be improved in the process of absorbing information and expressing himself. In Korean teaching, listening, speaking, reading and writing are both learning purposes and learning means. Therefore, in Korean teaching, we must guide students to improve their comprehensive ability to use Korean through a lot of listening, speaking, reading and writing exercises.
2. Learning the necessary basic knowledge of language is helpful to Korean learning and is the basis of forming ability. We are in favor of teaching Korean as a grammar class, because Korean consists of 40 letters, and the composition of words is at least two letters and at most four letters. This determines that the number of words in Korean is limited, and it is precisely because of the limited number of words that Korean shows different tenses and different language environments. Because of the above characteristics, Korean grammar and polysemous word interpretation, polysemous word interpretation and grammatical interpretation are very important. It is necessary to learn Korean and master the basic knowledge of Korean. Basic knowledge of language is an organic part of language ability and an important aspect of developing language skills. But the problem is not to take learning the basic knowledge of language as the only purpose of classroom teaching, and not to turn Korean class into a language knowledge class. At present, a misunderstanding is that when cultivating students' ability to use Korean, some people think that they don't learn the basic knowledge of the language and oppose knowledge and ability. This understanding is obviously wrong.
3. Students' language use ability is related to their emotional attitude, cultural awareness and learning strategies. Korean teaching must attach importance to psychological factors and Korean cultural background, which is not only an important factor affecting Korean learning, but also an important aspect of human development. Only when one is interested in Korean cultural background can one hold positive emotions, take the initiative to participate, be good at cooperation, be willing to make progress, learn Korean well, and maintain a persistent enthusiasm and motivation for Korean learning. At the same time, it is necessary to guide the Korean proficiency test in line with international standards into Korean learning strategies. The learning method is to give full play to wisdom and intelligence, that is, to pay attention to learning strategies. Now our teaching is based on students' development, so that students can prepare lessons and teach them learning methods. In essence, we should attach importance to Korean learning strategies to improve the learning efficiency in the process of Korean learning.
Third, Korean teaching should adopt a scientific evaluation system to improve students' Korean level.
1. In Korean teaching, we have adopted a single evaluation method for many years, mainly written test. We attach importance to the results of summative evaluation, but ignore the evaluation of students' learning process. In this way, we can't grasp the problems in students' learning process in time and adjust our teaching in time. We often evaluate students' learning through Korean teachers, but ignore Korean teachers' evaluation of their own teaching and students' evaluation of teachers' teaching, and ignore students' self-evaluation and group evaluation. Therefore, Professor Chen Yukun, Dean of the School of Education of East China Normal University, pointed out that "our foreign language teaching is not practical and efficient, which is related to our foreign language teaching evaluation. Our evaluation method is relatively simple and the evaluation concept is relatively backward, which will inevitably restrict foreign language teaching and the cultivation of high-quality foreign language talents. " He also pointed out that "it is necessary for us to study the evaluation of foreign language teaching in depth and promote the progress of the whole society through the reform of evaluation."
2. Principles to be followed in the implementation of curriculum evaluation in Korea. (1) diversification principle. According to the spirit of the Guiding Outline of National Basic Education Curriculum Reform, the establishment of a new teaching evaluation system in higher vocational colleges must reflect diversification, including the diversification of evaluation objectives, evaluation subjects and evaluation tools. Among them, it is particularly important to evaluate the diversity of subjects. In the past, we always regarded teachers as the only evaluators, and their evaluation objects were only students. In fact, teaching managers, Korean teachers, business managers, students and parents should all be participants in the evaluation. (2) Incentive principle. The purpose of implementing evaluation is for the all-round development of students. Because of the deviation of educational concept, we used to equate evaluation with examination. In this way, students have to enter the cruel score competition from the beginning of learning Korean. Now it is necessary to implement a scientific Korean evaluation system and reflect the incentive function of evaluation. The purpose of multiple evaluation is to understand students' learning situation, stimulate students' learning enthusiasm and adjust teaching. Now the function of our teaching evaluation has changed a lot. The purpose of evaluation is to give full play to everyone's specialties, and also to meet the needs of the socialist market and provide students with the greatest development space. (3) Practical application of the principle of ability training. Practical application ability is closely related to teaching, and practical application ability is also closely related to scientific teaching evaluation. Because Korean itself is a tool to express feelings. Language is associated with the development of society and civilization. In addition, both teachers and students engaged in teaching and learning can't live without society, because Korean teaching can't live without practical application. When evaluating Korean teaching, we should pay more attention to practical application ability and practicality. Evaluating a student depends not only on whether he has mastered the necessary basic knowledge of Korean, but also on whether he can express rich feelings in Korean. At the same time, when evaluating students, teachers should work with positive emotions, pay attention to students' progress, be kind to students, and let students benefit from the evaluation instead of being punished.
Fourthly, it is a perfect formulation to construct a new Korean teaching method.
We propose a new Korean teaching, which does not mean that we reject the previous Korean teaching as a traditional Korean teaching, just as we discuss quality education. We advocate quality education, which does not mean that the present education is exam-oriented education. There are many fine traditions and good practices in present education, but exam-oriented education has disadvantages. Advocating quality education is a perfect slogan. Exploring new Korean teaching is also a perfect slogan, not a negative criticism slogan. New Korean teaching is the progress and development of current Korean teaching. It does not deny the fine tradition and effective teaching methods of Korean teaching at present. This is the goal of further development on the basis of summing up our experience and lessons in Korean teaching for many years. Only by looking at the new Korean teaching proposed in this paper from a broad, connected and developing point of view can the Korean teaching be truly improved.
References:
[1] Howard? Gardner. The structure of the brain. 1989.
[2] Chen Yukun. Development trend of contemporary English teaching evaluation [M] .2006.
[3] Chen Yukun. Curriculum reform and curriculum evaluation [M]. Beijing: Education Science Press, 200 1.