The Investigation And Analysis Of Chinese Teaching Situation In JinHai City, South Korea

This article is based on the Chinese education center’s Chinese teaching programs in Gimhae, Korea, mainly from the three aspects of the Chinese textbook’s selection, curriculum design and teaching faculty to study the Gimhae’s Chinese teaching situation. Using the research methods of questionnaire, through the relevant data’s statistics, and some conclusions are obtained. At the same time, the authour discusses some of these problems, and puts forward her own opinions and suggestions.The main research results are:1、In the aspect of Chinese textbook’s selection, the Chinese learners are consistent to think that this Chinese textbook is not so good. Although the contents are relatively abundant, the textbook lacks practicability. And daily Chinese conversational materials are insufficient. In that case, it is not good for Chinese learners to memorize and use Chinese. Another problem is that the textbook has chosen English as a mediating language to explain Chinese. This point makes the Chinese learners feel disgusting. For the existence of a large number of English person names in the textbook, the learners think that this situation causes great obstacles in the process of their Chinese acquisition.2、For curriculum design, the students think that the types of Chinese courses are few in Korea. The main courses are comprehensive Chinese and conversational Chinese. The courses, like listening, reading, writing and Chinese character are never opened. This is not good for the improvement of their overall level of Chinese. Some students think the center should increase listening, writing and Chinese character course.3、In regard to Chinese teaching faculty, teachers who come from China were liked deeply by learners. They think Chinese teacher himself or herself has a kind of attraction. Chinese teachers’oral Chinese is fluent and their pronunciation is more standard. However, to the Korean Chinese teachers, all these are uncomparable. For the teacher’s teaching language, the students hope in the initial period of Chinese study, especially the period of learning pronunciation, the teacher can use simple Korean language to help teach Chinese. For teaching method, except blackboard writing and PPT, the students wish to watch more Chinese audios and videos. If so, the Chinese class will be more vivid and direct, this can not only practice listening comprehension of Chinese, but also it is a process of understanding Chinese.