A Survey On The Chinese Co-teaching Of CPIK Program In Korea

As one of the countries in the cultural circle of Chinese characters,Korea has a profound historical origin with China.At the same time,it also has a long history of Chinese language teaching.With the increasing exchanges between China and South Korea,China sent 1,400 Chinese teachers to South Korea for Chinese language teaching before 2015 according to the Cooperation Agreement on Exchange between Chinese and South Korean Teachers signed in 2011.As a result,the CPIK(Chinese Program in Korea)was initiated.From 2012 to the present,a large number of Chinese volunteer teachers have been sent to the primary and secondary schools in South Korea to teach Chinese language every year.Although Chinese and South Korean teachers have their own advantages in teaching,shortcomings do exist.By practicing Chinese co-teaching,teachers from both countries can learn from each other's strengths to make up for their own weak points so as to complement their advantages.The Chinese co-teaching is a common model under South Korea's CPIK.From the perspectives of Chinese language teachers from China,local Chinese teachers from South Korea and South Korean students,this paper studies and analyzes the Chinese co-teaching model under CPIK through questionnaires and based on the author's hands-on experience.The author analyzes the implementation of Chinese co-teaching in South Korea by investigating the collaboration between Chinese and South Korean teachers in lesson preparation,classroom instruction,and student evaluation during the Chinese language teaching.Additionally,this paper also analyzes the professional advantages of Chinese language teachers from China and South Korea by surveying their basic situation,and makes an overall evaluation of the Chinese collaborative teaching based on the survey results on the Chinese and Korean teachers and students' understanding and evaluation of this model.On the basis of the above surveys and analysis,the author aims to find out the problems existing in Chinese co-teaching practiced by Chinese and South Korean teachers,including no strong awareness of coordination between teachers from two countries,frequent use of Korean by South Korean teachers in Chinese language classes,and low level of proficiency in Korean of Chinese teachers.Then the author offers reasonable suggestions to Chinese and South Korean Chinese teachers for solving existing problems,such as enhancement of their awareness of coordination,reduction of use of Korean in classes by South Korean teachers and improvement of the level of proficiency in Korean of Chinese teachers,hoping these suggestions can provide useful reference in their future collaborative teaching,thus contributing to the best effect of collaborative teaching.Furthermore,the author also gives some suggestions to relevant government bodies in China and South Korea on such problems as training organization,contract terms,teacher resource distribution.These suggestions include improvement of Chinese and South Korean teacher resource distribution system,adoption of different training modes,perfection of contract terms and strengthening of trainings for local Chinese teachers from South Korea.