An Empirical Study On The Interaction Of Korean Chinese Classroom Discourse Under The Collaborative Teaching Model

In recent years,research on classroom teaching has become a hot spot.Research in the field of teaching Chinese as a foreign language has also shifted from theoretical research to teaching practice research.Classroom observation is a typical example of teaching practice research.Due to the complexity of the student population and the dynamic and variability of the classroom,it is difficult to implement the collection of materials,and research development is limited.At present,the empirical research objects of domestic classroom observation are mainly Chinese classrooms of international colleges or international schools of domestic universities.This article is based on the observation and research of overseas Chinese classrooms,taking the real and natural classroom environment as the object of observation,and quantitatively inspecting classroom discourse.Using the improved scale combined with the COLT scale and the IRF discourse interactive analysis mode,the two primary Chinese comprehensive courses under the Korean cooperative teaching model are used as the research objects,and the basic situation,classroom activities and main links,classroom teachers and students are observed from the classroom Statistical analysis of data such as discourse interaction.Combined with the textual material of the discourse,the "quality" of the teacher's and student's discourse is analyzed,and finally a conclusion is drawn.The study found that the positive factors that affect the interaction between Chinese teachers and students in the team teaching mode are Chinese teachers and Korean teachers,which ensure the orderly development of the teaching;the rounds of classroom rounds are closely arranged,and a large number of words are output as teachers The interaction of students 'discourse creates opportunities;Korean teachers use grammar translation to translate through the classroom,reducing students' fears;and the use of multimedia technology in the classroom,increasing the interest of Chinese teaching.The negative factors that affect the interaction of teacher-student utterance in Chinese classrooms under the team teaching model mainly include the excessive dependence of classroom teaching content on the content of textbooks and the lack of the introduction of other topics;the form of classroom activities is relatively simple and lacks diversification;teachers pay too much attention to language forms Emphasis is placed on pronunciation and meaning exercises;teacher feedback is relatively simple in form and mainly repetitive praise;student utterances have fewer opportunities to raise,and the quantity and quality of utterance output are not high.Finally,combined with the analysis and summary of the research,it makes reference suggestions from teachers,students,and administrators.Teachers should enrich the content and form of classroom teaching,establish an equal atmosphere of teacher-student dialogue,and create opportunities for student speech output.Classroom teaching content should focus on the combination of practicality and fun.In addition,teachers should conduct a reasonable positioning of roles,cultivate a sense of cultural identity between the two sides,and provide assurance for classroom discourse interaction.Students should actively integrate into the classroom to broaden the ways and channels of learning Chinese.Managers should pay attention to the linking of students' Chinese learning segments,rationally allocate teacher resources,enrich teacher training methods,and establish resource sharing platforms.Through the above measures,the discourse interaction effect of the Chinese classroom under the team teaching model is improved,and a reference for the enhancement of the Chinese classroom discourse interaction under the Korean cooperative teaching model is provided.