| Since the beginning of the 21 st century,with the rapid development of China’s economy and the impact of its opening up policy,contacting with other countries have also become more frequent.As a result,the Chinese language as a foreign language has flourished.Looking at the development of teaching Chinese as a foreign language in China,we can see that the teaching methods used in teaching Chinese as a foreign language are all influenced by foreign language teaching methods,such as traditional second language teaching such as grammar translation,direct law,and listening and speaking.Act,however,the arrival of the“post-method”era has finally found a new breakthrough for teaching Chinese as a foreign language.At the same time,the Chinese teaching of Chinese as a foreign language also needs to absorb advanced teaching theories to promote its own development and growth.He systematically studied and analyzed the representative of the post-method era,Kumaravadivelu,and his theory of post-method language teaching,and applied the theory to advanced comprehensive Chinese teaching as an example of Korean students.Applied research.This paper is divided into five parts.The first part mainly introduces the forming basis of the post-method theory and the research status of the post-method theories at home and abroad.The second part mainly focuses on the important content of the post-method theory summarized in the Korean language teaching.The third part mainly analyzes the feasibility of the post-method theory in advanced comprehensive courses for Korean and Chinese from five aspects.The fourth part introduces the specific application of the post-method theory in advanced Chinese and Korean comprehensive courses,and studies the implementation strategy from three aspects: before class,in class and after class.The fifth part mainly uses a teaching design method to demonstrate the method theory in the application of advanced Chinese and Korean comprehensive courses,and summarizes the advantages and disadvantages. |