A Preliminary Research On Teaching Culture To Korean Students Studying In China

This paper established the research direction of country-specific teaching in TCFL forKorean students according to the specific country under the theory of cultural adaptationmodel and systematology. On the basis of two points: overseas student from Korean andspecial China culture class focus on overseas students from Korean to determine the contentof culture lessons, to determine the teaching methods of culture lessons, to determine thelearning evaluation methods.The writer who is a part-time teacher in Ludong University of the institute of internationaleducation teaches China culture lessons for overseas students from Korean in the secondsemester. Through using the method of questionnaire, classroom observation and comparativeanalysis to understand the basic situation about overseas students learning China culture.Through referencing overseas students’ interests, the research determined the content ofculture lessons, the teaching methods of culture lessons and the learning evaluation methods,and obtained the following research results:First, the China culture is divided into "similar culture" and "characteristic culture" inTCFL, the research pointed out that "similar culture" focuses on the teaching method ofcomparative analysis but "characteristic culture" focuses on the multimedia teaching method.Through comparative analysis of overseas students, Korean students can understand whichKorean culture is similar to Chinese culture and can be "transplanted" into Chinese life, also,which Korean culture is different from Chinese culture and must be comprehended bythemselves, then we can do better in inter-cultural communication and learning Chinese.Multimedia teaching method can translate China culture from complex into simple, fromabstract image into concrete, which breakthroughs the time limit in learning Chinese culturefor overseas students from Korean, eases their pressure and stimulates their interest inlearning Chinese culture. All above make overseas students’ learning Chinese culture easier,then can sense the influences of Chinese culture imperceptibly.Second, applying diversified learning evaluation to cultural courses for overseas studentsfrom Korean. In order to ensure the evaluation scientific, this paper used the methods of paperand pencil test, performance assessment, teachers’ verbal or nonverbal assessment, also, thepaper took the combination of qualitative and quantitative, the combination of formative evaluation and summative evaluation, and the combination of relative evaluation, absoluteevaluation and evaluation of individual difference. All of these stimulate overseas students’initiative in learning Chinese culture, promote the all-round development of overseas studentsand improve the teaching efficiency.I hope this paper can provide practical help on country-specific teaching in TCFL forforeign language teachers and can provide useful reference on country-specific teaching inTCFL research for the relevant experts and scholars.