The Application Of Experiential Teaching To Elementary Chinese Classroom In South Korea

With the improvement of China's international status and its influence on international stage, overseas Chinese education programs are flourishing. South Korea is our neighbor and we are inextricably linked from ancient times. Overseas Chinese education plays a significant role not only in the inheritance but also in the future development of both our two countries. However, due to its limitations of overseas Chinese education and objective conditions, the education level in different areas are developed unevenly. In addition, teaching methods of Chinese language in Korea are still in traditional ways, which means an urgent need to do more research and make exploitation.For beginning learners of Chinese, they usually give up in the middle of way, so how to attract them to participate in is the issue that must be taken into account by the broad masses of overseas Chinese teachers. This paper focuses on experiential teaching in South Korea in basic Chinese class and takes the beginners of Chinese learning as the teaching-designed objects.Through the research on the basic concept, the theoretical basis, the experiential teaching characteristics, experiential teaching mode and combined with Chinese teaching in Jeollabuk of Korea, the writer sum up the necessity of experiential teaching's application: 1. Traditional Chinese teaching models are used widely in South Korea. 2. Chinese teaching in South Korea is developed unevenly. 3. Experiential teaching method has its own superiority.Based on the basic situation of the Confucius institute and combined with the study of Chinese teaching environment and mode in the primary and middle schools of Jeollabuk in Korea, it has laid foundation for the experiential teaching design of basic Chinese class.Based on the Confucius institute basic situation of Woosuk University, the writer established three teaching designs, including two designs of classes and a design of culture-experienced teaching. Meanwhile, it compares the experiential one with the traditional one. By ensuring the teaching quality, the design focuses on the activity part. These two teaching designs were carried out respectively in two classes and the writer has made classroom teaching observation. After the implementation, it was found that there are obvious differences between the experiential teaching design and the traditional classroom teaching design such as the role of teachers and students, teaching plans comparison, students reaction, classroom atmosphere and knowledge grasp. This paper summarizes the advantages and disadvantages of experiential teaching design to clearly know the advantages of experiential teaching's application. During this process, the writer analyzed the problems in the classes, teachers and students feedbacks, teaching rethink, in order to find the resolutions and provide valuable suggestions. Concentrated on the students and based on the principle of teacher-student mutual learning and rich Chinese language knowledge and cultural materials, experiential teaching aims to improve the interest of Chinese language learners in South Korea, to show Chinese beauty by realistic experience, to help with independent discovery and exploitation on Chinese and to achieve traditional Chinese teaching pattern reform.