인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
피인용 0
초록·키워드
This paper is a study on how to learn vocabulary and culture through ‘Homonym painting’, one of China’s distinctive cultures, for secondary school Chinese learners. There are two main advantages of learning vocabulary through the distinctive ‘Homonym painting’ phenomenon of Chinese, not through traditional memorization vocabulary learning. First, you can learn new vocabulary with the same or similar pronunciation while learning the presented vocabulary. Vocabulary learned through experience is given the meaning of words, so long-term memory can be made easier. Second, it is possible to awaken the vivid and humorous meaning of the Chinese Homonym by inferring what rhetorical technique the artist made the characters in the textbooks and the old traditional painting works rather than Chinese conversation on the blackboard. Since you can also understand the ups and downs culture pursued by Chinese people by looking at works of art that are two arms wide rather than palm-sized word fields, this can be a good opportunity to instill in learners a sense of global citizens who understand and respect mutual culture apart from vocabulary learning.
In order to present a more efficient rhetorical method for learning Chinese, Chapter 2 examines the rhetoric techniques of Homonym and Homonym painting, and Chapter 3 proposes the educational necessity of Homonym painting and instructional guidance in earnest.
In order to present a more efficient rhetorical method for learning Chinese, Chapter 2 examines the rhetoric techniques of Homonym and Homonym painting, and Chapter 3 proposes the educational necessity of Homonym painting and instructional guidance in earnest.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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