Application Analysis Of Audiovisual Method And Situational Method In Chinese Classroom Teaching In Korean Girls's High School

With the continuous improvement of Chinese cultural soft power and the continuous development of Confucius Institutes and Confucius Classrooms around the world,more and more countries have set off a“Chinese language fever”.South Korea,our friendly neighbor,attaches great importance to Chinese language education.The author combines his one-year Chinese practical teaching experience in Yanshou Girls' High School and Bowen Girls' High School in Incheon,South Korea.The main research content is the application of audiovisual methods and situational methods in Korean female high school Chinese classroom teaching,combined with practical teaching cases.In view of the good teaching effect and existing problems of the audiovisual method and situational method in the Korean female high school Chinese classroom,some suggestions for solving the problems are put forward,hoping to provide some reference for Chinese teachers in South Korea to carry out teaching.This article includes five main parts.The first part is an introduction.The second part analyzes the feasibility and necessity of using audiovisual methods and situational methods in Korean female high school Chinese classroom teaching,and explains the use of multimedia methods in more special courses such as Chinese summer camps and after-school classes.To create a more real language environment forstudents and provide them with more opportunities to speak Chinese is conducive to improving students' Chinese ability and achieving better teaching results.In the third part,the author takes the film Who's Youth Is Not Confused as Examples of teaching design,providing three teaching cases of using audiovisual methods and situational methods for Korean female high school classroom teaching.The fourth part is mainly to analyze teaching cases,summarize the advantages of audiovisual methods and situational methods in actual teaching,and reflect on the emergence.The fifth part is to provide some teaching suggestions for the problems that the audiovisual method and situational method have in actual teaching.