The Research Of The Influence Of Cross-cultural Communication Barriers On International Teaching Of Chinese

With the continuous improvement of China not only in comprehensive strength but also in international status,the influence of Chinese in the world has gradually increased.Under the influence of "Chinese fever" in the world,the number of Chinese foreign teachers is increasing,and the cross-cultural communication barriers of Chinese teachers in the host country are increasing,how to deal with cross-cultural communication barriers has become an important part of International teaching of Chinese.This paper takes Chinese teaching in South Korea as the background and collaborative teaching as an example,by analyzing the case of Chinese-Korean teachers' collaborative teaching,to explore the influence of International teaching of Chinese,and then puts forward appropriate countermeasures.This paper takes the Chinese teacher volunteers to South Korea in 2019 as the research object,and carries out the research through the methods of questionnaire and interview.First of all,based on the information of basic background,cross cultural communication barriers and cross cultural communication barriers in collaborative teaching to analyze the problems related to cross-cultural communication barriers under the collaborative teaching mode in the questionnaire.Secondly,according to the survey results of cross cultural communication barriers in three aspects,that is,from the categories of concept,language and context,to choose eight representative cases to analyze the causes.Thirdly,combining the survey results with the relevant teaching theories to analyze the influence of cross-cultural communication barriers on Chinese teaching from three aspects,such as classroom teaching,classroom management and teaching effect.Finally,from three perspectives,including volunteer teachers,Korean native teachers and Korean project management departments,so as to propose strategies to improve the effect of collaborative teaching.Based on the above research,this paper draws the following conclusions.In the Chinese-Korean teachers' collaborative teaching,the influence of cross-cultural communication barriers on teaching mainly embodies three aspects,including classroom teaching,classroom management and teaching effect,which have different influence on students,teachers,teaching and cultural communication,etc.First of all,the influence on cultural communication is the most prominent.Secondly,the influence on students and teachers is mostly negative.For students,it is mainly reflected in learning motivation and attitude.For teachers,it is mainly reflected in cooperation,teaching attitude and psychological state.In terms of teaching progress,the overall negative impact is relatively small,but in terms of teaching methods,models and contents,it has showed a positive influence.Thirdly,the main influence of classroom management is mainly reflected in classroom discipline management and classroom psychological atmosphere building,and most of them are negative.Finally,from the perspective of teaching effect,it has a significant influence on the effect of Chinese language ontological teaching.However,this influence is not caused by a single factor,but the result of multiple factors such as students,teachers,teaching methods and so on.