Case Study Of Collaborative Teaching And Independent Teaching In Korea Based On Classroom Observation

Since ancient times,South Korea has had frequent exchanges with China,and the "Chinese fever" is even worse than that of other countries.China and south Korea have become each other’s largest source of students.At present,China has set up 23 Confucius Institutes and 13 Confucius Classrooms in South Korea.In a non-target language environment,chinese classrooms have become one of the few places where Chinese learners are exposed to Chinese.Most of the research on Korean Chinese classrooms focuses on the collaborative teaching mode and teaching method practice of Chinese and Korean teachers,and most of them are qualitative research,and personal subjectivity is strong,and it is rare to carry out quantitative research from classroom observation.Under the guidance of discourse analysis theory,Krashin input hypothesis,and Swain output hypothesis,this paper takes quantitative observation as the starting point of the research,and uses the classroom observation tool COLT scale to set up three Chinese classroom forms at Kyungil Senior High School in Changwon,South Korea: collaborative teaching by Chinese and Korean teachers;independent teaching by Chinese teacher volunteers;and quantitative empirical research on the independent teaching of Chinese classrooms by Korean local Chinese teachers,with the purpose of conducting quantitative empirical research on the same teaching objects and the same teaching content.Compare and analyze the advantages and disadvantages of the three forms of classroom teaching,and make suggestions for these deficiencies.This paper is divided into five parts: the first part briefly summarizes the development of classroom observation research,and introduces in detail the basic content of the COLT scale and the improved operation method;the second part analyzes the quantitative results of three classroom observations from the two aspects of communication level and language used in the classroom;and the third part analyzes the observation results of the three classroom forms from seven aspects:communicativeness,teacher speech behavior,teacher questioning,teacher feedback,teaching link,cultural teaching and student speech behavior The fourth part is a summary of the advantages and disadvantages of the three classrooms,through classroom observation,it is found that collaborative teaching is still the most suitable teaching form for Korean primary Chinese classrooms,under which students can understand the knowledge taught by Chinese teachers,and the Chinese input and output in students’ classes are relatively large;but the three classroom forms have corresponding deficiencies,so the fifth part proposes improvement suggestions for the shortcomings in teaching: for the two teachers of collaborative teaching,（1）to cultivate collaborative teaching awareness;（2）to standardize classroom language.For the volunteer Chinese teachers who went to Korea,they proposed to（1）improve their Korean proficiency;（2）improve their own cultural literacy;（3）improve their teaching level.For Korean local Chinese teachers,it is proposed to（1）reduce the use of their mother tongue;（2）update the knowledge related to China and keep pace with the times.It is hoped that these suggestions will help volunteer Chinese teachers in Korea in the future and Korean local Chinese teachers to better grasp the primary Chinese classrooms in Korean high schools.