以往的教學語法研究只限於該如何如何設計等的理論討論,很少研究實際去執行這些理論去檢討教材。本論文針對韓國高中教科書的教學語法點的排序探討其相關研究,檢討教科書的語法點排序現況,討論其改進方向。 以下為本論文之主要內容: 第一章: 介紹本研究的動機語目的,限定本研究的範圍,分析研究對象的學習者條件,定義相關名詞,並介紹本研究的架構。 第二章: 探討以往的教學語法相關研究成果。 第三章: 從教學語法的角度討論高中教科書的語法術語的使用問題和其改進方向。 第四章: 介紹檢討高中教科書的語法點排序的檢視標準,韓國四套高中教科書語法點的排序分析,討論其問題與改進方向。 第五章: 歸納韓國高中教科書整體的改進方向,教學語法設計上該注意的要點,並提出對後續研究的建議。
This thesis is concentrating on investgating the sequencing of the grammar points of Chinese textbooks that Korean high schools currently use. The examination of early done researches on sequencing pedagogical grammar points comes first, and I discuss the using of grammatical terminology in the textbooks. And then thesis gets into the investigation of the sequencing of four sets of Chinese textbooks of Korean high school, and I discussed how we can improve the design of the texts from the viewpoint of sequencing grammar points. This thesis covers too large span of grammar points, so it might be lack of depth in discussion, but I hope this thesis can illustrate a system to design or evaluate textbooks of Chinese as a Foreign Language as an exemple.