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Title: 韓國大專校院中國語文相關科系之發展現況與影響因素探究
A Study on the Current Development and Influence Factors of Chinese-related Department in the Universities in the Republic of Korea
Authors: 信世昌
Hsin, Shih-Chang
Yang, Yun-Jeong
Keywords: 中文
Higher Education
Chinese Departments in Republic of South Korea
Issue Date: 2020
Abstract: 韓國與中國從地理及人文、歷史方面來看,都有著很深的因緣,早期自1945年韓國高等教育的「中語中文系」多偏向於文學和語言,但目前中文相關科系已經發展為多樣化的學科領域,也包括偏向實用型的區域研究類及教育類的相關科系。 本研究旨在探討韓國全區的高等教育階段的中文教育相關系所的設置及其類型,因此透過文獻蒐集、系所分類以及深度訪談的方式,分析了韓國全區高等教育的的中文相關系所及設置內涵,以及其所面臨的問題與挑戰。經本研究調查,韓國全區361所大學裡有143所大學設置了158個中文相關系所,其中包括四年制133個,二~三年制25個。大的學門分類為四年制:人文類、社會類、教育類,其下課程分類分別為語言.文學、地域學、貿易、語言教育;科目分類為中國語、中國文學、中國文化、中國經濟、中國外交,中國貿易,中文教育。二~三年制學門分類為:社會類、其他類,其下課程分類有地域學、觀光、其他;課程分類則是中國經濟、觀光及其他(醫療)。 韓國中文的教育方向會隨著時間的更迭而有所不同,經過研究後得知下列幾點具體的分析結果:學生學習中文之目的從純粹興趣及文學取向,逐漸改變為實用及語言取向。韓國中文的教育方向也從文學專業轉變為偏重語言的實用性教學。跟語言相關的課程會採用中文來教,與閱讀理解相關的課程會因應學生中文程度而採用韓語教學。經過四年養成教育的學生大部分還是缺乏聽說讀寫的能力。而目前的中文教材還尚未能完全符合學生及市場的需求,可以再往更實用的方向進步。目前韓國最熱門且受歡迎的中文相關系所,還是偏向實用性強的「中語中文系」、「中國學系」、「中國通商系」等。而未來針對韓國中文的發展趨勢與走向部分,雖然中文熱目前在韓國雖已不是高峰,但還是有其必要性及需求性,只是中文不再僅是一門專業,而是各門專業的基本外語能力之一,建議未來學生若欲進行中文學習時,可採一個主要專業為主,中文當成是為輔的工具,這樣便能更具有競爭力。
In terms of geography, humanity, and history, Republic of South Korea and China are deeply connected. The “Chinese Department” in Korean higher education since early days back in 1945 inclined to literature and language, but such subject has developed into diverse academic areas, including practical area studies and education. In this study, the aim is to discuss the setup and types of Chinese in higher education all over Republic of South Korea. The methods of literature collection, department classification, and in-depth interview are adopted to analyze relevant Chinese departments and setup connotation in higher education in the country as well as the issues and challenges it is facing. This study discovers that 158 Chinese departments have been set up in 143 out of 361 universities in Republic of South Korea, among which are 133 in four-year system ones and 25 in two and three-year system ones. The four-year system ones contain larger schools: humanity, sociology, and education, which are further classified into language-literature, regionology, trade, and education; the subjects are divided into Mandarin, Chinese literature, Chinese culture, Chinese economy, Chinese diplomatic relation, Chinese trade, and Mandarin education. The two and three-year system ones contains sociology and others, which are further classified into Chinese economy, tourism, and others (medicine). The direction of Mandarin education in Korea can vary in time. Through the study, the following substantial results are discovered: the reason of why students learn Mandarin gradually turns from pure interest or literature orientation into practical and linguistic orientation. The education direction of Mandarin learning in Korea becomes more inclined to practical teaching of language rather than literature professions. Courses related to language are taught in Mandarin, and courses that are related to reading and comprehension are taught in Korean depending on students’ Mandarin level. Most students after four years of cultivation still lack the abilities of listening, speaking, reading, and writing. The current teaching materials of Mandarin are yet to meet the demands of students and market, and there is stillroom for more practical direction. The hottest and most popular Mandarin departments are still “Department of Mandarin and Chinese Literature”, “Department of Sinology”, and “Department of Chinese Commerce”, etc. For the development rend and direction of Mandarin in Korea, although Mandarin learning is not at its peak in Korea now, its necessities and requirements still exist. However, Mandarin is no longer a single profession, but the basic foreign language skill for other professions. It is recommended that students who wish to learn Mandarin can focus on one major profession and take Mandarin as a supporting tool, thereby becoming more competitive.
Other Identifiers: G080484005I
Appears in Collections:學位論文

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