The Instructional Design Of Chinese Phonetic For Korean Primary School Students

During teaching Chinese as a second language, the phonetic of the Chinese languageteaching is a crucial step. I found some problems about the phonetic of the Chineselanguage learning when I was teaching in Yunnan Primary School of Muan downtown inSouth Jeolla Province, South Korea. In order to find some solutions to solve theseproblems, I write this instructional design, and also hope that this instructional design canprovide the Chinese teachers who are teaching in Korean Elementary Schools and thosewho will teach in the future.This paper is divided into four chapters. Chapter one lists several problems whichappeared during teaching, condition and results of research at home and abroad, thepurpose of writing this teaching plan and etc. Chapter two is the main design, includingthe background analysis of instructional design, the phonetic of instructional design, andthe teaching plan of the first voice teaching lesson. In this chapter, using “PhoneticAlphabet and IPA (international phonetic system) table” and “Korean Alphabet and IPAtable” to visually compare the differences between Chinese phonetic and Korean phonetic,and analyze the focus and difficulty of the instructional design. In this chapter, in the partof “Hours arrangements” of the Chinese voice design, break through the conventionalphonetic learning sequence, in accordance with the characteristics of the articulation andpronunciation method, put the pronunciation which are similar and the pronunciationwhich are easy to confuse together, only do this can deepen the impression of students. Atthe same time, after learning new Phonetic Alphabets, immediately practice the assemblyof the initials and finals with tones, repeated drills and consolidation exercise, to helpstudents develop the Chinese pronunciation habits. In the “Teaching methods” of the Chinese Phonetic design, cites a number of methods which are new, interesting andwelcomed by the students after the actual operation, such as “Listen and guess who am I”,“I am a super star”,”Little musicians” and etc. This is the highlight of this teachingdesign, these variety of teaching methods are focus on the psychological andphysiological characteristics of elementary students and combined with other favorablemedia and teachers’ adaptation to create, these methods are liked by students. Chapterthree mainly expounds the philosophy that this Instructional Design followed, and themethods that this instructional design used. Chapter five is my self-assessment andreflection, find out the strengths and weaknesses of this instructional design, and areas forimprovement.