A Research On Bilingual Education Language In Class Of Scattered Community Korean Primary School

Korean modem school education in China began in the early 20 th century.Through more than hundred years of constant exploration and reform,It's already formed a complete education system from primary school to university.Korean bilingual education started earlier,developed faster,walking in the forefront of Chinese minority bilingual education.With the flourish of the bilingual education of the Korean,the successful teaching effect maked Korean school students who graduate from primary school to high school,could have the ability of speaking both Korean and Chinese,has trained a large number of bilingual and bicultural talents for the society.The teaching difficulty in the early Korean schools is the second language for students--Chinese teaching.From 1954,the Chinese curriculum was beginning from junior high school in Korean schools.After eight reforms,until 1993,Chinese lessons were formally incorporated into compulsory courses from the first grade of primary school.Chinese teaching has gradually entered the right track in Korean schools.After decades of effort and experience accumulated,Chinese teaching in Korean schools has reached the standard of systematization,specialization and science,and the teaching effect has made a qualitative leap.In particular,the Korean schools located in the large and middle cities of the diaspora,because of the Chinese language demand and Chinese resources in the social language environment,is far greater than the Yanbian area,where the Korean ethnic groups live in large numbers.Therefore,the Chinese proficiency of Korean students in diaspora is a little higher than that in Yanbian area,and most of them can reach the Chinese level of native speakers.When Chinese became the dominant language for Korean students in the diaspora,Korean,the mother language of the students,was greatly influenced.More and more young Koreans have become "mother language illiteracy" because they have not been exposed to enough Korean environment,which leads to the fact that the difficulty in teaching Korean schools in the diaspora is no longer the teaching of Chinese.The task of Korean language teaching and national culture inheritance is urgently.So I go deep into the first-line schools for classroom observation,part of the Diaspora Korean primary schools as the object of study,trying to find out the problem of bilingual teaching in the diaspora Korean schools.This paper is divided into six parts:The first part is the introduction,which expounds the background,the purpose,the research summary and the research methods of this paper.The second part introduces the natural situation of Korean elementary school in diaspora area from the aspects of teachers and students,and introduces the situation of bilingual teaching in schools according to the bilingual environment,curriculum arrangement and teaching effect of the school.The third part gives an overview of the bilingual classroom language in five primary schools,and briefly analyzes the causes of the use of the language.The fourth part describes the bilingual classroom language characteristics of Korean primary school teachers and students in the diaspora,and finds out the problems in the bilingual teaching.In the fifth part,according to the actual situation of the diaspora,give some suggestions and ideas for the bilingual education of Korean schools in the diaspora.The sixth part is the conclusion of this paper.This study may reflect only a microcosm of some phenomena in Korean schools in the diaspora,and there are many questions need to consider and explore,and bilingual education for Koreans is bound to achieve higher and further achievements.