The Construction And Application Of The Competency Model Of Korean Chinese Teachers In Primary And Secondary Schools

In this paper,the Chinese teachers in primary and secondary schools in South Korea are taken as the research object,and the competency status quo of Chinese teachers in primary and secondary schools in South Korea is investigated from the perspectives of local Chinese teachers themselves,students and Chinese volunteer teachers.Method adopted in the process of literature reading,questionnaire investigation,behavioral event interview method,case analysis,collection,screening of competency items first,then prepare the competency questionnaire of local Chinese teachers' competency self-assessment and he review combination of evaluation,summarized about the south the indigenous Chinese primary and secondary school teachers competence characteristics,and based on this,advances some Suggestions.As for teacher competency,this paper draws on research on competence and other industry “standard of international Chinese language teachers”,“the revision of the seventh education curriculum goal” etc,from professional knowledge ability,teachers' personal quality and ability of handling the relationship between teachers and students,classroom teaching and evaluation ability,adapt to the workplace and self development ability of these five aspects to sorting the competency items collected,forming a about south Korean native Chinese primary and secondary school teachers competency factors questionnaire,according to the results of the questionnaire survey and interview results screening competency items.According to screen out the competency of entry into south Korean native Chinese primary and secondary school teachers competency evaluation questionnaire,through the way of multi-angle evaluation on the south Korean native Chinese primary and secondary school teachers' competence,and explores the factors affecting the teacher competency related analysis,finally sums up the south Korean native competence of Chinese teachers in primary and secondary schools the most obvious characteristics of 16.Finally,aiming at the problems in the research,4 Suggestions are put forward for the management and individual teachers respectively.