The Teaching Design Based On Chinese Drama Performance Teaching Used In Korean Elementary School Student’s Oral Chinese Courses

In recent years, as the exchanges between China and South Korea is strengthening and the Chinese Program In Korea(CPIK) is progressing, the coverage of Chinese teaching in South Korea is becoming broader. In many areas,Chinese courses have been set from elementary schools. In the context that students learning Chinese turn to be at increasingly younger ages, how to better stimulate students’ interests in learning Chinese and how to improve their communicative competence in Chinese attract more and more attentions from the front-line teachers.Under the environment of non-targeted language, the application of Chinese drama courses to oral Chinese teaching plays a very positive role in improving students’ communication competence in language. Role play not only provides students a relatively real language environment, but also fosters students’ spirits of mutual help and cooperation. Besides, it also relieves students’ anxieties and nervousness in traditional oral class, as well as exerts a great impact on students’ training in pronunciation, intonation and emotion.This paper thus conducts preliminary discussions on the application of Chinese drama courses to oral Chinese teaching in views of linguistics, neurophysiology, teaching objects, curriculum arrangement and teaching goals, and analyzes the applicability of introducing role-play approach to oral Chinese teaching in South Korean elementary school.It then illustrates the huge advantages of applying role Chinese drama courses to oral Chinese teaching from the aspects of improving the frequencies that students speak in Chinese, the shortage of motivations that students learn Chinese and the evaluation mode that the departments of education assess teaching achievements.Moreover, according to the one-year teaching practices of the author in Haeje elementary school taking Wu An Wu Wei as teaching resources, it describes in detail the implement process of the author’s teaching design. Last but not least, it conducts relevant evaluation and reflection on this teaching design from the aspects of students’ feedback and teacher’s self assessment, and puts forward attentions to the application of role play to oral Chinese teaching in South Korea.