Experiential Teaching In Chinese Classroom Teaching At Baocheng Primary School In Korea

With the improvement of China's comprehensive national strength,"Chinese fever" is also growing,thus more and more foreigners begin to learn Chinese.South Korea and China both belong to the Asian cultural circle,and there has been close cultural exchanges since ancient times.Since the first Confucius Institute in the world was founded in Seoul,Korea,the number of Korean learners of Chinese has increased year by year,and Chinese as a Foreign Language is booming.However,as an important part of teaching Chinese as a foreign language,Chinese teaching for children is still in its infancy.Although many primary schools in South Korea have set up Chinese courses,due to the limitations of some objective conditions,the development level of Chinese in various regions is not balanced,and there are also limitations of simplex teaching method and lack of teaching materials in Chinese teaching itself.Most Chinese classes in South Korea are based on traditional teaching methods.As a learner of Chinese,children's attention is easily distracted.How to attract children's attention and make them have interest in learning Chinese has become a problem that most Chinese teachers need to pay attention to.Based on the basic concept,theoretical basis and characteristics of experiential teaching method,combined with the case of Chinese classroom teaching in Baocheng primary school in South Korea,this paper explores the application of experiential teaching in Korean primary school Chinese classroom.Practice has proved that the experiential teaching method is effective in the Chinese classroom in Korean elementary schools.From the perspective of students' classroom feedback,students' initiative to learn has been greatly improved,and communication between teachers and students has increased significantly.The primary classroom model has gained initial recognition from students.First of all,this paper expounds the basic concept,theoretical basis,teaching characteristics and the necessity of implementation of experiential teaching.It explains what experiential teaching is and why experiential teaching is used in Chinese classrooms.Then it introduces the teaching practice place,the relevant situation of Chinese teaching in Baocheng Elementary School in Korea,including teaching situation,curriculum setting,use of teaching materials,student learning,etc.,and then illustrates the application of experiential teaching to Korean classroom teaching design in Korean elementary schools.In this part,the third chapter of "Good Chinese" Lesson 9 "How to Go" is used as the teaching content.The traditional teaching method and experiential teaching method are used to design and implement the teaching through classroom observation to collect student feedback.Culture Design cultural experience lessons for content.Finally,it is concluded that the experiential teaching method is applied to the teaching reflection of the Chinese classroom in primary schools.The teaching practice proves that the experiential teaching method is effective in the Chinese classroom teaching in Korean elementary schools.Judging from the students 'feedback in the classroom,the students' initiative to learn has been greatly improved,and the communication between teachers and students has also increased significantly.This experience-based classroom model has been initially recognized by students.Based on this,this article puts forward four related suggestions: teachers should strive to improve their subject knowledge and teaching quality;experiential teaching methods should be considered in the context of teaching practice;the implementation of experiential teaching should strive to ensure the quality of teaching,and pay attention to safety issues in experiential teaching.It is hoped to give some reference to Chinese teachers who will teach in Korea in the future.