"Double-person And Bilanguage" Chinese Learning Design In Korean Middle School

Since China and the South Korea signed "Exchange and Cooperation Agreement for Korean · Chinese Teachers" and carry out "CPIK" (Chinese Program in Korea) Program in 2012, the number of schools opened Chinese class has increased year by year. At the same time, the number of Chinese volunteer teachers involved in the program is also expanding. Up to March 2016, "CPIK" has already sent 1293 Chinese volunteer teachers to the South Korea’s primary and middle school in just four years.Fortunately, the author participated in the "CPIK" Program and acted as a Chinese volunteer teacher in the Daecheon High School in the South Korea from February 2014 to January 2015. Therefore, guiding by Constructivism Theory, this paper is going to take the elementary Chinese learning scene of Daecheon High School as examples to analyze and explore that how do Chinese volunteer teacher and Korea Chinese teacher use their respective advantages to conduct "Constructivist Learning Design" for Korean high school Chinese learners under the "Double-person and Bilingual" learning environment.This article is consisted of five parts. The 1st part includes subject reason, research significance, research synthesis, the theoretical basis of research and research methods. The 2nd part gives a detailed explanation on the theoretical basis of research, including Constructivism Theory, Constructivist Learning Design and related Second Language Acquisition Theory. The 3rd part analyzes the background and the current Chinese teaching situation in the South Korean, puts forward principles, main contents and steps, implementation measures of "Constructivist Learning Design" on teaching Chinese as the foreign language to Korean high school students under the "Double-person and Bilanguage" learning environment. The 4th part is taking Chinese elective courses, Chinese culture courses and Chinese summer camp as examples, verifies the effectiveness of "Learning Design" on teaching Chinese as the foreign language to Korean high school students. The 5th part is the review and the summary of this paper content, and propose the forecast to future research. Meanwhile, it provides certain reference to later Chinese volunteer teachers and Korean Chinese teachers, as well as accelerating Chinese international education promotion.