Research On The Application Of TPRS Teaching Method In Elementary Chinese Class In Korean High Schools

TPRS(Teaching Proficiency through Reading and Storytelling)is a foreign language teaching method proposed by Blaine Ray in the 1990 s based on TPR(Total Physical Response).The teaching method combines TPR teaching method with story teaching,and realizes the input of new knowledge through a large amount of teacher-student interaction and listening repetition.This teaching method not only retains the advantage of using body language teaching in the TPR teaching method to make it easy for learners to understand,but also enables learners to achieve fluent use of the target language through a large number of story-like and interesting intelligible input.One advantage is especially reflected in the communicative ability of the learner in the real context.In recent years,the TPRS teaching method has received more and more attention from international Chinese teachers.This article takes the Chinese learners of Guang Ming North High School in South Korea as the practical objects,and uses the input hypothesis as the main theoretical basis to analyze the necessity and feasibility of the application of TPRS teaching method in the elementary Chinese class of Korean high schools,and aims to use the teaching in Korean high school classrooms.Propose relevant improvement suggestions for the problems encountered by the law.The thesis is divided into five parts.The first part discusses the background and significance of the topic selection,and clarifies the theoretical basis and innovations of this research on the basis of combing the literature.The second part analyzes the feasibility of using TPRS teaching method of primary Chinese teaching in Korean high school from two aspects: the realistic demand and the optimization effect of Chinese teaching in Korean high school with TPRS teaching method.The third part adopts the method of questionnaire survey,with teachers who have experience in Chinese teaching in Korea as the survey object,and investigates the use of TPRS teaching method in Korean high school Chinese teaching.Two conclusions are drawn that the TPRS teaching method has a significant optimization effect on the teaching of listening and speaking,and the original language teachers do not use the teaching method much.It further explains the necessity of studying the application of this teaching method in Korean high schools.The fourth part takes the Gwangmyeong North High School in Gyeonggi Province,South Korea as an example,and makes a specific design and implementation of the TPRS teaching method applied to the Chinese classroom practice in Korean high schools.The fifth part is the evaluation of the implementation effect of the TPRS teaching method and suggestions for improvement.Based on the survey of the students in the elective Chinese course of Guang Ming North High School in South Korea and the observations of the author and the partner teacher,the results of the implementation of TPRS teaching method are shown in detail,the specific problems existing in the use of the teaching method in the primary Chinese class of Korean high schools are analyzed.Some relevant implementation suggestions are given also.The results show that TPRS teaching method is highly recognized and loved by Korean high school Chinese learners,and it has a significant optimization effect on the teaching of Chinese listening and speaking.The teaching method is suitable for promotion and use in high school Chinese classroom under the collaborative teaching mode in Korea.