Application Research Of Chinese And South Korean Film And Television Resources For Chinese Classes In South Korean Middle School

Under the background of the increasingly deep economic and cultural exchanges between China and South Korea,Chinese education in South Korea has received strong support from the South Korean government.Nowadays,the “Chinese fever” in South Korea has expanded from colleges and universities to primary and secondary schools,and the number of volunteer Chinese teachers in South Korea has also grown.With the development of Chinese teaching to South Korean Speakers,Chinese and South Korean Chinese teachers work closely together to explore effective ways to promote Chinese teaching,and seek a wide variety of teaching resources for the Chinese classes.Considering the use of multimedia teaching equipment and the educational philosophy of happy learning in South Korea on the one hand,on the other hand,paying attention to the trend of Chinese films and television dramas in South Korea and the new phenomena of South Korean variety shows creates Chinese theme even shooting in China,more and more Chinese and South Korean Chinese teachers have introduced Chinese and South Korean film and television resources into Chinese classes to improve Chinese teaching.Therefore,how to give full play to the application value of Chinese and South Korean film and television resources in Chinese teaching,and use them to carry out effective Chinese teaching to improve the efficiency of Chinese teaching has become a topic of common concern for Chinese and South Korean Chinese teachers.It has also become the main research purpose of the author.This thesis focuses on the application of Chinese and South Korean film and television resources in Chinese classes of South Korean middle school.According to the practical application of film resources in Chinese classes of South Korean middle school,the two types of resources with the highest frequency of teaching use are selected: Chinese film and television dramas and South Korean variety shows with Chinese cultural elements,focusing on the applicability and specific methods of applying these two in Chinese teaching.Based on the author's 11-month Chinese teaching practice experience in Kumhoo Middle School and Dongmyeong Middle School in Gwangju,South Korea,this paper analyzes the feasibility of using Chinese and South Korean film and television resources for teaching Chinese textbooks,and the application of Chinese and South Korean film and television resources.The current situation of the two middle schools' Chinese classes,try to found problems in the process of teaching application,and put forward some suggestions.This thesis is divided into seven parts.The first part expounds the origin and the purpose of the research,summarizes the previous research results of the application of film and television resources in teaching Chinese to speakers of other languages and teaching Chinese to South Korean speakers,and explains the research methods applied in this paper.The second part is the concept definition and theoretical basis.The author respectively outline the definitions of Chinese film and television dramas,South Korean variety shows with Chinese cultural elements,and introduce the theoretical basis of Chinese and South Korean film and television resources applied to Chinese teaching,such as audio-visual method,Krashen's Input Hypothesis and constructivism theory.The third part discusses the application value of Chinese film and television dramas and South Korean variety shows with Chinese cultural elements in South Korean middle schools' Chinese classes.Through the rational use of language,scenes and cultural phenomena in the play,Chinese film and television dramas are conducive to creating a vivid Chinese environment,enriching the content of Chinese teaching,and spreading colorful Chinese culture.Through the rational use of cross-cultural knowledge and game arrangement in the program,the South Korean variety shows with Chinese cultural elements is conducive to cultivating students' crosscultural awareness,giving new inspiration to classroom activities,and inspiring students to selfstudy after class.The fourth part combines the author's teaching practice experience and questionnaire survey results,taking Kumhoo Middle School and Dongmyeong Middle School as examples to introduce the basic situation of Chinese teaching in South Korean middle schools,and analyzes the feasibility of applying Chinese and South Korean film and television resources to the teaching of each part of the comprehensive Chinese textbook Daily Chinese.In addition,it also expounds the current situation and existing problems of Chinese and South Korean film and television resources applied to the two middle schools' Chinese classes.The author finds that: First,there are few Chinese and South Korean film and television dramas that can be directly applied to teaching,and many Chinese television dramas lack Korean subtitles.Second,there is a lack of resources sharing between Chinese and South Korean Chinese teachers,and the purpose of playing video clips during the teaching process is not clear.Thirdly,students lack interest in some Chinese film and television dramas.In the process of watching video,it is easy to focus on the pictures and stories and ignore the learning of Chinese knowledge.The fifth part takes the Chinese drama A Love So Beautiful and the South Korean variety show New Journey to the West as an example,and shows the specific application methods of Chinese film and television dramas and South Korean variety shows with Chinese cultural elements in various teaching links,and designed a complete teaching plan for the beginners who don't have any foundation of Chinese in South Korean middle schools' Chinese classes.The sixth part based on the above problems,suggestions of the application of Chinese and South Korean film and television resources to South Korean middle schools' Chinese classes are put forward.First,pay attention to optimizing materials selection and strengthen integration.Second,promote exchanges and promote resource sharing between Chinese teachers.Third,clarify teaching objectives and improve utilization efficiency.The seventh part is the conclusion.It mainly summarizes the research content of this paper,presents the main points of this paper,and points out the lack of research in this paper.