Investigation And Research On The Current Situation Of Team Teaching In Korean Chinese

The collaborative teaching mode is the main teaching mode of Chinese language teaching In south Korea at present,and also the main implementation mode of "CPIK(Chinese Program In Korea)project".This is mainly reflected in the fact that the Chinese native auxiliary teachers and the Korean native Chinese teachers form a team of two to complete the teaching tasks together.Based on the questionnaire survey results of 45 volunteer teachers of 2019 CPIK middle school and Chinese class students of the middle school taught by the author,and based on the interview results of local Chinese teachers of the middle school taught in South Korea,this paper studies the current Chinese cooperative teaching model of CPIK middle school in South Korea.The paper is divided into five parts:The first part is the introduction.This paper introduces the reason of selecting the topic,and explains the research content and significance.This paper introduces the research methods and research objects,and finally sorts out the existing research literature and summarizes the research.The second part introduces the rise and development of collaborative teaching in South Korea.Firstly,this paper introduces the origin and meaning of Korean collaborative teaching,and explains the rationality and completeness of its existence by evaluating Korean collaborative teaching mode of Chinese,and the necessity of its implementation in Korean middle schools.Then,it introduces the current situation of cooperative teaching in Korea,including the basic information of cooperative teaching in the middle school,teaching object and cooperative teacher.In addition,it also introduces three basic secondary cooperative teaching modes in South Korea,and finds out which mode is most commonly used in middle school cooperative teaching in South Korea based on the questionnaire results.The third part is the investigation and analysis of the Chinese cooperative teaching mode in Korean middle schools,mainly explaining the questionnaire design,interview design and data result processing used in this paper.The data obtained are analyzed under the general framework of the specific teaching process of The Chinesecooperative teaching model in South Korean middle schools,and the specific task assignment of Chinese cooperative teachers in China and South Korea is illustrated in the three stages of pre-class discussion preparation,classroom teaching implementation and after-class evaluation.The fourth part is a case study of Korean Chinese cooperative teaching model.This part,represented by Tangjing Middle School,presents the basic situation of the Chinese cooperative teaching in this school,and makes an in-depth study of the internal mechanism of the Chinese cooperative teaching in Korean middle schools by combining the analysis of the Chinese lesson plan of the second grade and the feedback of the teachers and students of this school.The fifth part is the reflection on the cooperative teaching mode of Korean Chinese.From the perspective of participants,this paper first examines the collaborative teaching model in South Korea,finds out its innovation points and aspects to be improved,and proposes effective measures to improve it.Finally,it points out the significance of Korean Chinese cooperative teaching model for Chinese education in China.