基于微技能角度的新HSK5级阅读测试与汉语阅读教学策略的双向交互研究---以中级汉语水平的韩国学习者为例 (Two-way Interactive Research of New HSK Reading Test Level 5 and Teaching Strategies for Chinese Learners Based on Micro Reading Skills： A Case Study of Intermediate-Chinese-level Korean Learners)

서지정보

· 발행기관 : 한국중국어교육학회
· 수록지 정보 : 중국어교육과 연구 / 44호 / 1 ~ 38페이지
· 저자명 : Mingjing（明晶） Li（李）, Ke(柯） Huang（黄）

초록

目前学界从阅读微技能的角度，以双向交互的方式利用新HSK阅读测试设计中文课堂阅读教学策略以提升教学效果的研究成果非常少。本研究通过分析新HSK5级真题所涉及的阅读微技能，调查中级汉语水平的韩国学生中文阅读微技能的使用情况，进行数据统计，找出其在阅读微技能使用上的薄弱环节，并针对这些薄弱之处设计具体的训练方案，达到提升中文阅读课教学效果的目的，以期用实证方式为国际中文教育中的阅读教学研究提供参考和借鉴。研究结论如下：
（1）新HSK5级阅读部分的考试，主要体现了段落篇章理解微技能，以快速查找所需信息最多；其次是词语理解微技能，以词汇运用能力居多；句子理解微技能最少，以理解句子的言外之意为多。
（2）韩国学生在中文阅读微技能领域的相对薄弱项目主要有：抽取主干、通过上下文猜测词义、抓标志词。
（3）针对外国学生中文阅读微技能的薄弱项目可以进行教学策略上的干预，并取得实际效果。本研究设计的阅读微技能训练方案分为“意识培养”、“实操训练”、“巩固反思”和“效果检验”四个阶段，形成闭环管理；该阅读微技能训练方案以徐州工程学院12名汉语中级水平韩国留学生为教学实验对象，进行了为期三个月的中文阅读微技能训练，并与对照组的数据进行对比分析，发现实验班A班学生的阅读水平与对照班B班相比，平均成绩提高2分。本文讨论的三项微技能的正确率，A班学生也比B班学生提升6.4%。学生关于微技能训练的访谈反馈，也进一步印证了本训练方案的有效性。能够帮助他们提高阅读理解能力，提高阅读水平。

영어초록

This research explores a teaching strategy design of Chinese reading comprehension by using new HSK Reading Test level 5 in a two-way interactive model based on micro reading skills. Through generalizing the classifications of micro reading skills approached by different scholars into 3 categories——words comprehension micro skills, sentences comprehension micro skills and discourse comprehension micro skills, we thoroughly investigated and analyzed the distribution of micro reading skills involved in the new HSK Reading Test level 5, and the usage statu of Chinese reading micro-skills by 43 Korean Chinese learners. We found out the 3 main weak items of their micro-skills were guessing meaning from context, extracting the trunk, and catching word mark. Targeting to ameliorate these weak items of Korean Chinese learners, we designed the specific training plan for them. By using a teaching strategy of 4 phases——micro skills awareness training phase, micro skills exercise phase, reflection phase and effect verification phase, we conducted a teaching experiment with a control group and achieved the goal of improving the teaching effect of Chinese reading classes in an empirical way， which can provide positive reference for the research on improving Chinese learners’ reading ability and Chinese reading teaching methods in the field of international Chinese education.

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