The Application Of Situation Teaching Model To Chinese Classes In Secondary School In South Korea

Situation Teaching Model requires teachers to create a situation close to nature through a variety of teaching methods to help students by using situational awareness, understanding and mastering learning content, stimulating students’thinking, and developing communicative skills. Teachers present the teaching contents with vivid and intuitive form in front of students through pictures, objects, games, songs, multimedia, etc. Situation Teaching Model uses abstract knowledge to show an image of a scene and helps language learners understand and master that knowledge in rich language scenarios. Thus it could provide students with comprehensive language input, effectively reducing the student’s studying difficulties. Meanwhile the classroom becomes interesting and entertaining. This pedagogy meets the cognitive characteristics of the student’s age in primary and secondary school and can stimulate students’motivation to learn and maintain lasting interest in learning and help students put what they learn into practice. Especially in the actual teaching, it can develop students’practical ability to operate in line with the current requirements of cultivating students’innovative consciousness.The article explains the theory and application of Situation leaching Model, gives details to the characteristics of Chinese classroom teaching in primary and secondary schools in Korea, as well as how this pedagogy in Chinese classroom teaching of primary and secondary schools in Korean works through analysis and discussion. We hope to provide some help for Chinese classroom teaching of primary and secondary schools in Korea. We also hope to provide a reference for the pre-service training of Chinese volunteering teachers from China.The first part is an introduction, and it briefly introduces the purpose and significance of research methods and topics. The second section briefly describes the basic situation of Chinese language teaching in primary and secondary schools in South Korea and noted its problems. The third part is the important part of this thesis. In this part, the teaching cases have been designed so that the vocabulary, grammar and speaking, according to the theory of Situation Teaching Approach are combined with "life of the Chinese language." Meanwhile combined with the theory of Situation Teaching Model, the teaching cases were analyzed and discussed. Finally, the teaching methods that are used in Chinese language classroom teaching of secondary school in Korea are evaluated and reflected upon. The teaching strengths and problems in use at and secondary schools in South Korea are pointed out, as well as a few suggestions for Chinese language teaching in teaching practice in primary and secondary schools in Korea.