A Comparative Study Of Chinese-English Collaborative Teaching In Korean Junior High Schools

Due to the promotion of Chinese language in the world,Chinese language is more and more valued by people,especially South Korea.Chinese and English,as the two languages with the largest population and the widest distribution in the world,occupy an important position in foreign language teaching in South Korea.Therefore,collaborative teaching of Chinese and English with Korean characteristics has emerged.Both Chinese teaching and English teaching belong to the category of language teaching.At the same time,both Chinese teaching and English teaching in South Korea belong to foreign language teaching,Chinese and English teaching in south Korean junior middle schools carry out collaborative teaching.Therefore,this paper holds that it is feasible and necessary to make a comparison between the two.Taking Dongdu Middle School in Daegu,South Korea as an example,this study makes a comparative study on the cooperative teaching between Chinese and English in South Korea.Mainly through literature analysis,comparative analysis and questionnaire survey methods,to analyze Chinese and English co-teaching situation,hoping to south Korean junior middle school stage of the comparison of Chinese and English co-teaching,found their own characteristics and problems during the collaborative teaching,for south Korean junior middle school stage of collaborative teaching Chinese and even the development of Chinese international education business law to provide some reference and reference.This paper mainly includes following aspects.The introduction mainly explains the reasons for choosing the topic,research overview and research methods.The text is divided into four chapters.The first chapter gives an overview of the cooperative teaching between Chinese and English in Daegu Dongdu Middle School,and discuss the feasibility and necessity of the cooperative teaching between Chinese and English.The second chapter is the design and analysis of the questionnaire,in which the questionnaire design is mainly to investigate the Chinese and English cooperative teaching situation in Dongdu Middle School by means of objective multiple choice questions and subjective interview questions,and then to sort out and analyze the survey results.The third chapter analyzes the characteristics and problems of Chinese and English cooperative teaching in Korean junior middle schools.In the last chapter,the author gives some Suggestions on this research,including relevant departments,teachers and students.The conclusion summarizes the contents of the paper and points out the areas for further improvement.Through investigation and analysis,it is found that there are three characteristics of Chinese cooperative teaching in Korean junior middle schools.Second,the combination of mother tongue translation and communicative approach is highlighted in classroom teaching.Finally,the combination of language structure and cultural function transforms cultural knowledge into communicative competence.The problems of Chinese cooperative teaching are mainly reflected in the following aspects.First,English is the first choice of foreign language teaching in Korean junior middle schools,and Chinese is usually regarded as the second foreign language,so Chinese is not valued enough.Second,there is still some room for improvement in the cooperation of teachers in collaborative teaching,which is mainly reflected in the division of labor,pronunciation correction,grammar explanation,activity practice and other aspects of Chinese and Korean teachers.Third,the practice method is single,the class is boring,is not conducive to improve the students open rate.There are three advantages of collaborative English teaching in Korean junior middle schools.First,collaborative teaching starts early and has rich experience.Second,the students have a high opening rate and outstanding English reading and writing ability(students' language level is also one of the factors affecting the teaching effect,which is not discussed in this paper).The deficiency lies in the neglect of the communicative nature of language teaching,the imbalance of students' listening,speaking,reading and writing skills,and the low enthusiasm of students.The common feature of Chinese and English collaborative teaching in Korea is that both of them are classroom teaching with the direct participation of native speakers,which is conducive to better teaching effect.The common problems are reflected in the low rate of students' opening,the existence of cultural conflicts and the embarrassing situation of foreign teachers.In this paper,the author analyzes the relevant Suggestions on Chinese collaborative teaching research put forward by predecessors,draws on the advantages and characteristics of English collaborative teaching,and puts forward some of my own experience in improving the problems existing in Chinese collaborative teaching from three aspects:relevant departments,teachers and students.Among them,the relevant departments should formulate Chinese teaching syllabus,simplify curriculum design,and strengthen the training of Chinese and Korean teachers,just like English collaborative teaching.Teachers improve from the aspects of their own professional ability,collaborative teaching,teaching methods and so on.Finally,students should also adapt to collaborative teaching and carry out cooperative learning.Of course,Chinese collaborative teaching should proceed from reality in the real classroom environment and should not blindly imitate English collaborative teaching.