현대중국어 유의어 의미구분을 위한 도식화 교수법 연구
Study on the diagraming teaching method for the meaning classification of modern Chinese synonyms
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This study is to set up a main image for Chinese synonyms for meaning classification in order to help the Korean students who have difficulties in learning them and to suggest the use of image diagrams as a method to teach them. First, the main images were drawn for the pronouns ‘每(mei)’ and ‘各 (ge)’, verbs ‘经过(jingguo)’ and ‘通过(tongguo)’, prepositions ‘向(xiang)’ and ‘往(wang)’, ‘沿着(yanzhe)’ and ‘顺着(shunzhe)’, adverbs ‘常常 (changchang)’ and ‘往往(wangwang)’, ‘刚(gang)’ and ‘刚刚(ganggang)’, ‘终于(zhongyu)’ and ‘到底(daodi)’, ‘本来(benlai)’ and ‘原来(yuanlai)’ and the design of the diagram was carried out for classifying meaning and concept. Next, the design of the diagram was carried out to classify grammatical concepts such as adverbs for time, which shows ‘in progress’, conjunctions, representing ‘condition’, preposition, representing ‘location and direction’ and auxiliary verbs, representing 'wish'. In addition, the possibility of using diagrams in word order teaching for synonym adverbs was examined. In conclusion, this paper examined that the teaching method using diagrams can be used not only in vocabulary education but also in grammar education. In addition, it was found that the teaching method using diagrams was a great help in improving students' understanding.
Abstract
This study is to set up a main image for Chinese synonyms for meaning classification in order to help the Korean students who have difficulties in learning them and to suggest the use of image diagrams as a method to teach them. First, the main images were drawn for the pronouns ‘每(mei)’ and ‘各 (ge)’, verbs ‘经过(jingguo)’ and ‘通过(tongguo)’, prepositions ‘向(xiang)’ and ‘往(wang)’, ‘沿着(yanzhe)’ and ‘顺着(shunzhe)’, adverbs ‘常常 (changchang)’ and ‘往往(wangwang)’, ‘刚(gang)’ and ‘刚刚(ganggang)’, ‘终于(zhongyu)’ and ‘到底(daodi)’, ‘本来(benlai)’ and ‘原来(yuanlai)’ and the design of the diagram was carried out for classifying meaning and concept. Next, the design of the diagram was carried out to classify grammatical concepts such as adverbs for time, which shows ‘in progress’, conjunctions, representing ‘condition’, preposition, representing ‘location and direction’ and auxiliary verbs, representing 'wish'. In addition, the possibility of using diagrams in word order teaching for synonym adverbs was examined. In conclusion, this paper examined that the teaching method using diagrams can be used not only in vocabulary education but also in grammar education. In addition, it was found that the teaching method using diagrams was a great help in improving students' understanding.
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