An Inquiry Into The Teaching Program Of Chinese After-school At Daejeon Girls' High School In Korea

Chinese language after-school class,relying on the management mode of extracurricular activities,is the regular Chinese learning curriculum after school.Compared with Korean collaborative Chinese,although there are similarities in teaching nature,learning form and course selection,there are differences in curriculum,communicative language and textbook selection.In the teaching process,the teacher sets the teaching content and fills in the application,the student selects the course according to the interest,and the school arranges the teaching in the school.In the curriculum,to maximize the creation of a Chinese environment,the implementation of zero remedial fees and no regular examination requirements,but also highlighted the superiority of the curriculum.Through the relevant research,it is found that the research on Chinese after-school is mostly concentrated in Korean primary schools,and generally for teaching management or cultural teaching,for the high school teaching of Chinese after-school teaching,especially the high school Chinese after-school teaching program research is few.The author is deeply prepared for the Chinese after-school curriculum is cumbersome,teaching methods are also gradually groping,but also because of the continuous popularization and opening of Chinese after-school classes,perfecting the Chinese after-school teaching program is the future curriculum development of Chinese teachers to solve the problem.In summary,this article adopts research methods such as literature research method,questionnaire survey method,comparative analysis method,classroom observation method and case study method.Taking Korean Daejeon Girls' High School as a case and taking Chinese after-school classes as the research object,a comparative study of cooperative Chinese classes and Chinese after-school classes,and found that there are similarities and differences in the teaching mode and teaching characteristics of the two.Combining the curriculum settings of Korean schools for after-school classes,targeted Chinese after-school teaching in terms of teachers,students and textbooks,and combining the number of students and their motivation to choose courses to improve their after-school life and practical experience.The direction is to cultivate interest,improve hands-on,and increase knowledge.The teaching content is defined as topical oral life and experiential cultural experience.Through careful research on the application and design of the Chinese after-school teaching program in Daejeon Women's High School,the main content of the program outline is the interest-oriented,pioneering thinking,comprehensive learning training objectives,12-class hour allocation and oral culture teaching content,and the emphasis is placed on the curriculum.The preparation of pre-teaching materials,the main processes of oral and cultural teaching links are respectively displayed.After the application of field teaching,the satisfaction survey of Chinese after-school lessons is used for analysis,and the evaluation of Chinese after-school lessons by local teachers in South Korea is based on this.Draw suggestions for the implementation of Chinese after-school teaching.After reviewing the plan,based on the principles of student-centeredness,discourse learning and cultural experience,it explores the use of Chinese extracurricular models to reflect on the three teaching issues,and puts forward specific requirements for Chinese teachers in terms of teaching design,classroom management and Chinese learning.The establishment of a benign education circle for teachers and students and the establishment of a benign Chinese market in Chinese language tutoring bring relevant enlightenment.