The Problems And Countermeausures Of Chinese Teaching In Korean Boys’ High School

With the improvement and strength of China’s international status and economic, the communications between China and South Korea various in many fields, especially in the cultural exchanges. In South Korea, since the beginning of 2012, each year more and more elementary and middle schools apply for CPIK program to invite Chinese native teachers. Therefore, for the best Chinese teaching in primary and middle schools, understanding students’ learning interest and attention to the content, so as to adjust the appropriate teaching methods to improve, vigorously improve students’ classroom participation and teaching effect, to further enhance the level of international Chinese teaching basis.The aim of this paper is to through the form of questionnaire survey, to the Daegu Seongkwang high school students’ Chinese learning investigation, understanding Korean high school students Chinese learning interest and favorite teaching methods, and combined with the author’s own teaching experience, the Korean high school students of Chinese language teaching in the classroom put forward some countermeasures of examples and teaching designs. Content of this article includes the following aspects:the first part is the introduction, introduces the topic origin, meaning and value of this paper, summarizing the current research situation of the domestic and abroad, and on the subject of the research methods and innovations are described. In the second part, according to the Chinese curriculum settings, teachers and teaching mode, students and textbook use and class arrangement provides an overview of the status of Chinese language teaching in high schools in South Korea, especially focuses on the teaching of Chinese language teaching in boys’high schools. In the third part, the author discusses the problems of Chinese teaching in the author’s school, and then designs the questionnaire survey, and makes a detailed analysis of the survey results. The fourth part is according to the results of the survey analysis, combined with the author’s own teaching practices, and put forward according to the Chinese classroom teaching examples of Countermeasures in Korean high school students, summed up the appropriate teaching methods. The fifth part discusses the teaching design and teaching process of Chinese language teaching in male school, as well as the other aspects of the two years teaching work. The end part summarizes the all points that the author discovered and gives a conclusion about the paper, as well as the shortcomings of this one.