A Comparative Analysis Of Korea And Mongolian Schools

With the development of the economy and the improvement of the comprehensive national strength of China, nations around the world have been enhanced the connection with China in terms of economy, politics and culture aspects. Hence, more and more foreigners intend to come close to and understand China through Chinese learning. The “Chinese Fever” has gradually heated up worldwide. South Korea and Mongolia, as the neighbors of China, have a more close connection with China in politics and economy and population learning Chinese is increasing yearly. Therefore, the Chinese educations of these two countries are commonly concerned by others. In order to understand these two countries’ Chinese education, and using the opportunity of teaching in the Foreign Language High School of Gimpo, Korea and Yucai Chinese Middle School in Mongolia to fully understand the Chinese education in these two schools and analyze the common and different characters of the Chinese education of the two schools and raise some suggestions.This paper intends to, through the comparison of the Chinese education in South Korea and Mongolia, not only promote the development of the Chinese education in South Korea and Mongolia and the communication and cooperation of regional TCFL education, but also have great impact on the promotion of international Chinese education worldwide.This paper is divided into four chapters: the first Chapter is preface which will introduce the basis of the topic, the target and meaning of the research, summarizing of existing articles and the research status of this project. The second Chapter uses the Foreign Language High School of Gimpo, Korea and Yucai Chinese Middle School in Mongolia as the examples and analyzes and compares the Chinese education in the two countries. We run an analysis and comparison through the basic information of the two schools, situation of the Chinese education and other auxiliary teaching resources. The third Chapter reveals the character and problems in the two countries’ Chinese education based on the comparison. Through such comparison, we can easily find the character of the Chinese education in these two counties, like: hiring Chinese teachers to teach Chinese, emphasizing on Chinese education, etc. However, through comparison, we also spot the problems in the Chinese education in the two countries, which is the teachers team is not stable enough, the training for local teach is not enough, the students in the same class have different level of comprehension in Chinese, the teaching materials are out of date and practice is not dynamic enough, the education is not interesting enough; the curriculum is not reasonable enough.The fourth Chapter analyzes the reason of such difference in the Chinese education. We analyze the cause of such difference in the Chinese education in two countries from the aspects of politics, economy and culture. The fourth Chapter raises strategies targeting the problems in the Chinese education in the middle schools in the two countries based on the aforementioned analysis, like enhancing the training of teachers, trying to control the member of students in one class, enhancing the research and development of teaching materials, inputting pertinence and interesting into the teaching materials, appropriately increase the proportion of oral class in senior level class. What’s more, we also suggest a few with regards to the promotion of international Chinese education to National office of Chinese Promotion, which are enhancing the pertinence of the training, educating different kinds of teachers for different countries, holding seminars with regards to Chinese education worldwide in a regular basis, providing a communication platform for Chinese education in different countries, continuing enhancing the research and development in the resources in TCFL in a country-specific manner, satisfying the needs of Chinese education in different countries.