A Study On The Teaching Of Chinese To Pre-school Korean Children In Shanghai

The political, economic, cultural and educational exchanges between Korean and China has increased, the numbers of long-term residents from Korean in Shanghai is growing. Thus, the number of Korean children with their parents increased dramatically. At present, the educational institutions set up for Korean children in Shanghai. There are one elementary schools and 15 or so kindergarten for South Korean children.In general speaking, it's very easily for pre-school children as immigrants to the foreign land to master a local language (second language), as the level as the mother tongue can reach, and adapt to the local environment. However, for most children in the educational institutions for South Korean in Shanghai, though they live in China, but they do not easily learn Chinese. They also cannot communicate naturally with the Chinese people, and well-behaved in the Chinese society.There three main reasons:First, the Formal education in South Korea as the center of the educational system.Second, the issues in real life language environment (Chinese is not the language in life environment).Third, Chinese teaching in Korean kindergartens is not systemic.It is a regrettable thing that Pre-school children from South Korea in Shanghai, is not able to easily acquaint Chinese language. Moreover, while living in China, but they do not have the friendly attitude and feelings to China and Chinese people; It is also a serious problem for them living in China.Through this research, the purpose of the thesis is to make pre-school Korean children in Shanghai acquaint Chinese language and adapt to the natural life in China more easily. The author is trying to design a Chinese language teaching system environment for pre-school Korean children in Shanghai.In order to carry out the research, the author, through the researching methods of visiting, questionnaires, interviews, and survey to find out the current situation of pre-school Chinese teaching in Shanghai for Korean children(such as, problems, improvement points, requirements and recommendations, etc.).Secondly, in order to help pre-school Korean children in Shanghai to naturally acquaint Chinese, the author based on the Natural Approach theories, though content centered approach, immersion teaching method, and designed a series of teaching plans that conform with the natural acquisition theories to improve pre-school Chinese language teaching programs (such as, pre-school curriculum syllabus of Chinese language for Korean children in Shanghai, teacher training plans and specific teaching programs.) Finally, the author took part in the Chinese language teaching practice to improve their teaching programs and make sure the possibility and effect of the teaching programs that designed.So far, adult group is the main target for China's foreign language teaching. Therefore, the research that studying Chinese language teaching for foreign children is very scarce, especially the researches of Chinese language teaching for foreign children live in China is very less.The author hope that the Chinese teaching professional would care about Chinese language teaching for foreign children, and give special attention to foreign pre-school foreign children live in China because they are contacting in China at the first time. This thesis also hopes to inspire teachers and scholars in related fields to work together to promote the construction of the Chinese foreign Teaching System for pre-school foreign children in China.