The Teaching Design On Elementary Chinese Comprehensive Course In Korea Based On Situational Teaching Method

In recent years, with the enhancing pace of China’s comprehensive national strength, “Chinese fever” gradually appeared in the South Korea. And with more and more people start digging into learning Chinese and also with Chinese teaching scales for elementary and secondary school expands unceasingly in south Korea, Chinese language has become a second language after English in south Korea. Even that, students’ learning effect for Chinese language is not so satisfactory. The reason might be found in the poor classroom efficiency which causes the students’ low learning interest. Based on above content, this dissertation take second grade primary school pupil in south Korea’s Daejeon Moonjung Middle School as the research objects, by the way of classroom observation and short interview after class, finally found that the teaching in south Korean primary Chinese comprehensive course have these following problems: students personality influence teaching order and effect; the lack of ability for cultivating consciousness of independent communication; teachers’ inadequate preparation for emergency situation. To cure the above problems, based on the analysis of the specific investigation for teaching in Daejeon Moonjung Middle School’s primary Chinese comprehensive course, and guided by the theory of situational teaching method, taking the lesson “Too Expensive” in Daejeon Moonjung Middle School’s textbook as the teaching Design. In the hope of improving the current problems existing in the primary teaching of comprehensive course, and improving the quality of the teaching. Four teaching Suggestions hereby enclosed:1.Teaching design should be reasonable; 2.Both teachers of China and South Korea should cooperate with each other; 3.Situational setup should be diversified; 4.The combination of language teaching and culture teaching. It has been proved that the teaching design based on situational approach has theoretical and practical significance to the teaching of foreign Chinese in primary stage, on the one hand the study of situational approach strengthens the theoretical support of foreign teaching Chinese, on the other hand specific instructional design also provides a reference case for the international Chinese teaching, enrich the teaching content.