Analysis And Countermeasures Of Emotional Factors In Korean High School Students’ Chinese Class

Affective factors are very important in teaching Chinese as a foreign language.Chinese as a second language teaching,with the increasing comprehensive national strength,more and more people learn Chinese,and Chinese as a second language teaching,the object of teaching is to other languages as the mother tongue,in the face of such students,the language communication between teachers and students will inevitably have obstacles,but no matter What nationality is it? The mood between people is the same.Making good use of the important role of emotional factors in Chinese teaching helps to form harmonious teacher relationship and increase students’ interest in learning.Conversely,if we ignore the emotional factors,we will lose interest and motivation in learning Chinese.This paper investigates and analyzes the affective factors in the Chinese class of high school sophomore students in Tai’an,South Korea,using the questionnaire survey method and the classroom observation record method,mainly based on the three aspects of students’ learning motivation,learning attitude and student’s character in the classroom,to analyze the emotional factors of Chinese learning.Influence。 This will help teachers to fully understand their own teaching objects,based on their characteristics in Chinese learning to find suitable teaching strategies for their study,and to provide reference and research basis for relevant research.Based on the emotional factors of Korean high school students in Chinese class,this paper analyzes the emotional factors of Korean high school students,which is divided into three parts.The first part is the introduction,which discusses the background and significance of the topic selection,the current research status,research contents and research methods.The first chapter of this paper is the expression of affective factors in Chinese learners in the classroom,and the relationship between the emotional factors of Korean high school students in Chinese classroom and the relationship between these different manifestations and learning effects;and the problems revealed in these performances are analyzed.The second chapter is the survey of Korean high school students’ affective factors,the results and analysis of the survey,and the corresponding teaching strategies.Through the observation and analysis of students’ classroom,we further use questionnaires to verify their observations,analyze the reasons behind them.The third chapter analyzes the teaching strategies proposed by Korean high school students’ affective factors.Through the analysis and study of the three factors in the text,this paper believes that the following seven aspects can be used to cultivate the positive and beneficial emotional factors of the students: to motivate the students’ intrinsic motivation in an all-round way;to effectively guide the students to improve their learning attitude;to teach students in accordance with their aptitude for different characters;to form a long-term learning reward mechanism-real It is "willing to learn",to establish a harmonious relationship between teachers and students-to realize "love learning",to give full play to the example strength of the excellent students-to realize "learning",and to improve the teaching effect by using effective means-to realize "learning".