A Study Of The Conflict Of After-School Chinese Class In Elementary School Of South Korea

Korean elementary school Chinese after-school classes are mainly distributed in different grades.Each class has an average of one to two classes per week.Because of the uncertainties of Chinese textbooks in each school,in general,teachers decide the teaching content independently.The common teaching content of Chinese after-class classes is cultural teaching.In the process of teaching,the author feels that classroom conflicts between teachers and students and between students have a great impact on Chinese after-class.This paper is divided into five parts.The first part is the introduction,which mainly includes three aspects.One is the background and significance of the topic,the other is the summary of other literature related to this study,and the third is the content and method of this study.Thirteen cases are selected for analysis,and these cases are classified according to the different subjects of conflict,namely,the conflict between teachers and students and the conflict between students and students.The second part is the main body,which is divided into three chapters.The first chapter introduces the situation of Chinese teaching in Korean primary schools,including the promotion and teaching of Chinese in Korean primary schools,as well as the education system,curriculum setting and after-school overview of Korean primary schools.This chapter mainly aims at letting readers understand the Chinese education and Chinese after-school classes in Korean primary schools.Because the examples in this paper are from the author’s teaching in this year.Experience,so at the end of this chapter,the author introduces the situation of Chinese teaching in Xian Ping County,Road,where he teaches.The second chapter is the description and analysis of Korean elementary school Chinese after-class classroom conflicts.At the beginning of this chapter,the author discusses the definition and classification of classroom conflicts,and then describes and analyses thirteen real cases that I am impressed with in Korean teaching process.Secondary school methods are analyzed and rethought,and then put forward solutions to different types of classroom conflicts.Chapter III mainly combines with the case study of Chapter II,focusing on the whole Korean elementary school after-school Chinese class,and puts forward strategies to deal with Chinese after-school conflict behavior.The last part is the conclusion.This paper summarizes the content of this study.