The Research On Present Situation Of Chinese Teaching In Korean High School

This paper focuses on the current situation of Chinese teaching within the CPIK project in high schools of South Korea. The research is based on the author’s teaching experience under the CPIK project in boys’ high school in South Korea, which, as a neighbor, played a foremost role in the backdrop of the global “Mandarin fever”. The Chinese learning group in South Korea extended gradually from the adults to the adolescent students now. People from different classes are studying Chinese in different ways for different reasons.This paper includes six chapters totally. The first chapter is prolegomena, introduces the research background, the literature review, the research method, and the research meaning of this paper. The second chapter describes the overall situation of Chinese teaching in South Korea, including the developing history, the teaching forms, the learning group and the Chinese teachers’ faculty of Chinese teaching in South Korea, etc. The third chapter tidies the current situation of the curriculum implementation under the CPIK project in view of the South Korean elementary and secondary schools, including its origin, the teaching group, the regional distribution situation of the teachers, the school types, the model of teaching, etc. Taking Jung Dong High School in Daegu for example, the fourth chapter concretely introduces the Chinese teaching situation in boys’ high schools, covering the learning group, the teaching group, the class arrangement, the use of teaching materials, the studying surroundings, etc. And it summarizes the features and problems of the Chinese teaching in boys’ high schools and proposes some measures to solve these problems. The research of boys’ high school, which is one of the main forms of school, has a significant research value. The fifth chapter puts forward some suggestions to Chinese cultural teaching according to the one-year Chinese teaching practice and the understanding about Chinese class of the author. The sixth chapter sums up the main conclusions about Chinese teaching in Korean high school in the form of epilogue.