A Study On Culture Part For 5 Types Of Current Chinese Ⅰ Textbooks In Korean High School

Language is the product of culture.The way in which we understand culture just as the way we understand language affects the way we teach culture in language learning.Therefore it is impossible to learn language of a country without any pre-mise of ample understanding of culture,and even if native fluency would be acquired without much difficult in any language,learning language couldn’t be done completely.Chinese culture understanding has to be taken place as well in the Chinese language class.In the foreign language education field in Korea,The culture of education had been subordinated to language of education before 2007.However according to Educational Curriculum Revision by Korean Ministry of Education in 2007,the culture of education has become essentially educational components.It appears culture part in Chinese textbook accordingly.Chinese Ⅰ is one of the authorized Chinese textbook by government.It is a beginner level for second grade student at high school in Korea.There are 5 different types of Chinese language textbooks("Chinese 1")which are made from different of publishing companies and they are used at high school in Korea.Those 5 different types of Chinese 1 textbooks are divided into 12～13 lessons,and all of them contain a part of culture education at the end of each lesson.Culture part for 5 types of current Chinese Ⅰ textbooks is consist of cultural information,materials related to culture(Except all text),student activities.The purpose of this study is to analyze the education of culture in the 5-different types of current Chinese 1 textbooks which are currently used at high school in Korea.As well as by use of a survey,analyze of merits and demerits,look into ways of improving Chines I textbook.Based on this study we could make conclusion of suggesting the direction of teaching contents and materials for cultural education.The questions of the study for the analysis are as follows:First,how many cultural topics are suggested in 5 types of Chinese Ⅰ textbook,and how does reflection of student’s needs to take palce?Second,which types of materials are used to show cultural elements in Chinese Ⅰ textbook.and how much are they effective?Third,is it contents of student activities could help students understand through comparing and contrasting cul-tures,and stimulate students’ interests in culture learning?The analysis of cultural types reflected in the Chinese Ⅰ textbooks was carried out by two criteria:First one was made by typical model of cultural classification which is material,behavioral,institutional,and spiritual culture.The other was made by combination of K.Chastain’s culture elements and examples of cultural elements suggested in notification of educational curriculum revision in 2009.To research students’ Needs on education of culture in Chinese Ⅰ,200 second grade high school students were surveyed in Busan and Seoul.To research students’ Needs for the education of culture in Chinese 1,200 second grade high school students participated for survey in Busan and Seoul.The results of the study are as follows:First,cultural topics of Chinese Ⅰ text-book is superficial,and the presentation of the content is monotonous.Second,materials related to culture are devoted by photo only excessively.Third,the contents and forms of student activities are monotonous.Forth,Students are interested in cultural studies,and appreciate that Chinese culture is needed to learn.However,the students’ satisfaction of Chinese 1 textbook is low.In conclusion,for the more effective way for having culture education,I would like to propose suggestion as follow.First,cultural contents of textbook should bear upon real life should be linked to real lifeSecond,the cultural elements in the textbooks should be presented by interesting methods.Third,a variety of activities about the culture should be reflected on each Chinese Ⅰ textbook.Last,textbook should give more opportunities to explore cultural knowledge for students as well it should give more motivation for students to think about similarities and differences between cultures.