Asking Questions Of Classroom Teaching In South Korea Middle School

When teaching the Chinese language in South Korea the classroom is themost important part. In South Korean’s Middle school asking questions ofclassroom teaching is the most commonly used method. Good classroomquestioning not only can mobilize the whole classes’ attitude, but also have apositive effect. And the main teaching purpose of teaching Chinese as a secondlanguage is to develop the students’ communication skills. This purpose requiresthe class to notice the importance of being, so it is necessary to arrange a systemso the students are comfortable in asking questions freely. The author firstarrived in South Korea to start the teaching process with little theory andpractical basis, teaching was very difficult. Therefore the author is determinedto write a paper on the latest theoretical research and will conclude thesescientific results in her research. The purpose of this paper is to give the mostsuitable teaching methods, to show the next step in Chinese education byproviding teachers with a more complete theory and practice basis.Based on the theory and practice of middle school students in SouthKorea the teacher’s classroom questioning is analyzed. The author firstlyintroduce the domestic and foreign teacher questions of research results, andthen basing on the theoretical methods, showing the more successful teaching cases. The base of the author’s theory is on the pedagogy and linguisfics thatwas viewed within the classroom. This paper analyses the particularity of theChinese teaching high school in South Korea, and analyses the South Koreamiddle school students learning Chinese through psychological characteristics.The author of the questions for Korean teaching in summary, combines theory,from the practices of the most successful cases.The highlight of this paper is the last chapter. This part of the contentshows the true experience of the author within the classroom relating tosuccessful cases. These cases feature questions lead by the students to gainknowledge and understanding from new contents. Especially in the last sectionof this chapter, the author did not teach but used questions to complete the task,complete with them completed a class teaching tasks. By break in through thistraditional teaching mode, the author achieved good results.