| The concept of context was first proposed by Marinjovsky in 1923,with the long-lasting practice and perfection of linguists,as a result,the contextual teaching method was formed.Contextual teaching method is a kind of teaching method,in which teacher creates the context that is specific,and close to the real life,so that students can better understand and use the language in proper way with the context.Through the ten months of Chinese teaching practice in Korea,and combined the questionnaire survey of different regions and individuals,some obvious problems in the study of Chinese vocabulary learning was found,as a result,these problems restrict the efficiency of Korean students' vocabulary learning,greatly affect the effect of Chinese learning.In order to improve the current situation of vocabulary teaching and enhance the effect of vocabulary learning in korea,the author make full use of practice method,questionnaire survey,case analysis and apply the contextual teaching method to the practice of Chinese vocabulary teaching,the essay has summed up a set of practical contextual vocabulary teaching mode,which have been successful applied to classroom teaching,As a result,not only the classroom becomes lively and interesting,but also the ability of Students' vocabulary utilization has been significantly improved,which makes students better understand and use the Chinese language.In the process of practice,the teacher reflects the teaching behaviors and sums up some problems and shortcomings,for example,the application of contextual teaching method in vocabulary is still need to be further considered;the time arrangements of Vocabulary teaching is difficult to control;the role of teachers and students is still obscure,those problems need to be solved and perfected in further practice,so that the current situation of Chinese vocabulary teaching in Korea can be improved,and expand the speed and scope of Chinese communication in Korea. |
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