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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.12
- 수록면
- 265 - 284 (20page)
- DOI
- 10.24285/CLER.2018.12.28.265
이용수
초록· 키워드
오류제보하기
This study analyzed the topic category and items of listening and reading of the previous questions of new HSK in the level 4 through 6. In order to grasp the necessary topics of level-based education and comprehension ability education in Chinese language ‘teaching-learning’, we analyzed the current topics and characteristics of the previous questions of new HSK.
First of all, in the topic categories, we identified that ‘daily life, comprehension through experience, literature art’ accounted for the most part of them. In the category of ‘daily life’, they were differently presented based on the difficulty of each level and those of ‘comprehension through experience’ were evenly represented.
However, the section of reading showed the higher part than that of listening with respect to area. One of the characteristics in the category of ‘literature art’ is that it shows the difference in each level. Also, the area of reading accounted for the more significant portion than that of listening. Next, we noticed that there are some items which are represented in the syllabus, but rarely appeared in the previous questions. For example, personal economic activity, environment protection in ‘daily life’ category and education activity, learning situation and problem phenomenon in ‘education’ category belong to these items. These items are necessary for the adult learners, so it is expected that they are very useful for the adult learners.
Finally, we identified the required topics according to the change of times. Although the appearance frequency is relatively low in the previous questions, ‘scientific technology and economy’ can be improved as the topic category as the times changes. These items and detailed themes can be expected to be very useful along with the fourth industrial revolution and the period of information.
In this respect, the results of this study which analyzed the topics in each level and area can provide useful reference for the level-based Chinese education and comprehension ability education of Chinese language. In fact, the topics of level 4 can be applied in the basic and intermediate Chinese conversation. In the case of level 5, this can be applicable to the intermediate-level Chinese reading and Chinese culture related subjects. Also, we can say that the level 6 topics can be useful for the advanced level specialized Chinese subjects.
By combining the ‘topic syllabus’ of 『new HSK summary』 with the previous questions of new HSK, this study presented the topics and the detailed subjects in each level and area, so we can find some significance of this study in this respects. However, the accumulation of the data and the theoretical basis for the topic analysis should be supplemented in the future. We hope this study can be helpful for the finding of teaching method through topic analysis and the activation of Chinese language education.
First of all, in the topic categories, we identified that ‘daily life, comprehension through experience, literature art’ accounted for the most part of them. In the category of ‘daily life’, they were differently presented based on the difficulty of each level and those of ‘comprehension through experience’ were evenly represented.
However, the section of reading showed the higher part than that of listening with respect to area. One of the characteristics in the category of ‘literature art’ is that it shows the difference in each level. Also, the area of reading accounted for the more significant portion than that of listening. Next, we noticed that there are some items which are represented in the syllabus, but rarely appeared in the previous questions. For example, personal economic activity, environment protection in ‘daily life’ category and education activity, learning situation and problem phenomenon in ‘education’ category belong to these items. These items are necessary for the adult learners, so it is expected that they are very useful for the adult learners.
Finally, we identified the required topics according to the change of times. Although the appearance frequency is relatively low in the previous questions, ‘scientific technology and economy’ can be improved as the topic category as the times changes. These items and detailed themes can be expected to be very useful along with the fourth industrial revolution and the period of information.
In this respect, the results of this study which analyzed the topics in each level and area can provide useful reference for the level-based Chinese education and comprehension ability education of Chinese language. In fact, the topics of level 4 can be applied in the basic and intermediate Chinese conversation. In the case of level 5, this can be applicable to the intermediate-level Chinese reading and Chinese culture related subjects. Also, we can say that the level 6 topics can be useful for the advanced level specialized Chinese subjects.
By combining the ‘topic syllabus’ of 『new HSK summary』 with the previous questions of new HSK, this study presented the topics and the detailed subjects in each level and area, so we can find some significance of this study in this respects. However, the accumulation of the data and the theoretical basis for the topic analysis should be supplemented in the future. We hope this study can be helpful for the finding of teaching method through topic analysis and the activation of Chinese language education.
목차
Ⅰ. 서론
Ⅱ. 新HSK 화제범주 분석
Ⅲ. 新HSK 화제항목 분석
Ⅳ. 결론
參考文獻
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2019-720-000322889