獨立學院朝鮮語專業“3+1”人才培養模式研究

肖婷

摘 要 獨立學院作為高等教育體系的重要組成部分，也對人才培養進行了積極改革。“3+1”人才培養模式是適應社會發展的人才培養模式，本論文以廣東外語外貿大學南國商學院朝鮮語專業為例，分析了獨立學院朝鮮語專業實施“3+1”人才培養模式的情況，主要從：（1）根據每個階段的教育目標設定課程與選擇教材；（2）實踐教學的實施；（3）師資力量的提升；（4）學校保障等四方面進行了詳細的分析。然后對“3+1”人才培養模式實施過程中遇到的問題進行了分析，主要有：（1）留學手續辦理；（2）韓國選課；（3）學分轉換等三方面的問題，然后提出其解決途徑。在獨立學院朝鮮語專業實施“3+1”人才培養模式后，朝鮮語專業的學生各方面能力得到明顯提升。相信通過“3+1”人才培養模式的培養，定能給社會輸送更多應用型復合型人才。

關鍵詞 “3+1”人才培養模式 獨立學院 朝鮮語專業 應用型人才培養

中圖分類號：G642 文獻標識碼：A DOI：10.16400/j.cnki.kjdks.2015.12.016

Independent Colleges Korean Professional "3 + 1" Training Model Research

——Take Korean Department， South China Business College， Guangdong University of Foreign Studies as an example

XIAO Ting

（South China Business College， Guangdong University of Foreign Studies， Guangzhou， Guangdong 510545）

Abstract Independent Colleges as an important part of the higher education system， but also on personnel training carried out positive reforms. "3 + 1" training mode is to adapt training model of social development， this thesis southern Guangdong University of Foreign Studies School of Korean professional example to analyze the independent Institute of Korean professional implementation of the "3 + 1" Training Mode situation， mainly： 1， according to the educational goals set for each stage of curriculum and textbook selection； 2， the implementation of practical teaching； （3） to enhance the strength of teachers； 4， school security and other four aspects of the detailed analysis. Then on the "3 + 1" training mode problems encountered during the implementation were analyzed are： 1， studying formalities； 2， South Korea elective； three issues 3， credit transfer， etc.， and then put forward its Solution . After the Korean Independent College Majors "3 + 1" training mode， Korean students various aspects ability has improved significantly. We believe that through the "3 + 1" training mode of culture， will give the society more complex application-oriented talents.

Key words "3 + 1" training model； independent college； Korean professional； applied talents training

0 引言

自中國和韓國、朝鮮建交以來，中國和韓國、朝鮮在政治、經濟，文化等多個方面交流頻繁，各個領域對于朝鮮語人才的需求也不斷增加。為了滿足朝鮮語人才的需求，各高校紛紛開設朝鮮語專業。傳統的朝鮮語專業教學主要是課堂教學模式，在課堂上以教師為中心，以教材為中心。課程設施以理論課為主，對實踐教學重視不足，實習基地利用不高。由于學生在校學習期間缺乏實踐經歷，對于語言的實際應用能力進步緩慢，而且由于在實習基地實習的機會缺乏，進入職場后與企業對于實用型人才的需求相差甚遠。……