Comparative Studies Of Chinese Cooperative Teaching Mode In Middle And Primary Schools Of Korea

With the rapid growth in Chinese economy and international exchanges, Chinese become much more important. More and more foreigners began to learn Chinese. One after another primary and middle schools in Korean started to offer chinese courses as well. From2012onwards, the first large-scale Hanban sent more than200volunteer Chinese teachers to South Korea. South Korean Ministry of Education imitated an EPIK style to start a CPIK (Chinese program in Korea) project. China and South Korea adopted a co-teaching model that teachers from two countries collaborate with each other one on one in teaching process. However, there were little experience in co-teaching model from two countries. Many teachers from these two countries were fresh to this teaching pattern, even did not know how to collaborate with each other.Through comparative study of co-teaching model in primary and secondary schools in Korea, we could get more clearly about Chinese teaching situation. This study can either let volunteer Chinese teachers find their blind spots and shortcomings in the co-teaching, but also allows teachers from two countreis find out more suitable teaching methods to their students based on this research. Meanwhile, a suitable co-teaching model could arise the students’ interest in learning. As a result, more students will like Chinese and be willing to take initiative in learning Chinese. Finally, it is also very helpful for the schools that intend to offer Chinese courses to carry out cooperative teaching better in primary and secondary school classrooms.Based on questionnaires and interviews, author summarizes the advantages and disadvantages of different co-teaching model. Give out some suggestions for the populization of Chinese teaching in primary and secondary schools in Korea. For teachers, they must select appropriate teaching mode according to their own characteristics. Collaborate teachers must communicate sufficiently before class, summerize immediately after class, cultivate tacit cooperation and take advantage of cooperative teaching to carry out interesting classroom activities. Korean education department should also increase the emphasis on Chinese learning and make efforts to implement standardized management. In addition, China and Korea should actively carry out training program for teachers involved in co-teaching.In this way, there would be a good development for Chinese teaching for primary and secondary schools in Korea.