The Chinese Film Appreciation Courses In Korean High School Based On The Audio-visual Method

The Audio-visual Method advocates extensive use of modern teaching methods forstudents to perceive the language by both visual and auditory stimuli. At first it was usedin teaching English. Later, with the extensive development of Chinese teaching,Audio-visual Method has gradually been used in Chinese teaching. The use of film forteaching is one of them.In recent years, Chinese education in Korea has developed very rapidly. In someareas even in the kindergarten offers Chinese lessons. In2012Korea and China startCPIK (Chinese Program in Korea) project, since then teaching Chinese in Korea hadfurther development. Chinese teachers who come from China try to use a variety ofmethods to teach Chinese. In Korea the Audio-visual Method used in high schoolChinese class is one use of it. This study is set up in Korea High School, called Chinesefilm appreciation courses which are based on the Audio-visual Method. In appreciationof Chinese film in the process, students can perceive language as a whole, both from avisual and auditory stimulation while maximize the student’s individual sensorymobilized in the learning process. This can mobilize students to enjoy the process oflearning Chinese.This paper consists of six parts. The first part is an introduction, describing the valueand significance of the topic, review articles and articles of research methods. Thesecond part is to explore the feasibility and necessity of the creation of film appreciationcourses in Korea high school, I learned from theory and modern multimedia technologydevelopment in Korea to explore the feasibility of both discussed the necessity from thestudents’ interest in learning and teaching characteristics. The third part is theinstructional design analysis; this Chinese film appreciation course is broadly dividedinto four areas. The fourth part is the specific implementation process of teachingprograms. It is mainly used the movie Chang Jiang Qi Hao (Mandarin version) asteaching resources. The four parts are teaching practice, expanding vocabulary teaching,intuitive knowledge of grammar teaching and teaching culture in the movie under themultimedia tools. The fifth part is to assess and reflect on instructional design, evaluation of teaching programs mainly feedback from students and teachers discuss two aspects ofself-assessment. Reflection aspects are discussed mainly from inadequate designsolutions and recommendations for the film appreciation course in two ways. The sixthpart is the conclusion.