Research On Chinese Proficiency Research Of Chinese Korean Middle School Students Based On Bilingual Education Model

Chinese,or Mandarin,is the national language of our country and the language of communication between various ethnic groups.Chinese Korean middle school students learn Chinese well,which is also of great significance to the future employment development of students.In recent years,through literature surveys,performance inquiries,and survey interviews,it has been found that there are differences in the Chinese abilities of middle school students under the training of different bilingual education models.The status quo of the Chinese language ability of the students trained by different bilingual education models of the Republic of China and the current status of the school’s implementation of the bilingual education model and the existing problems,factors that affect the current level of Chinese language ability of the students,these problems require further analysis and research.On the basis of collating relevant literature at home and abroad,this study sorted out the connotation and development of the bilingual education model,the connotation of Chinese language ability,influencing factors,training methods,and related theories such as bilingual education.It used a combination of questionnaire survey and assessment test papers.The reliability of the entire questionnaire was analyzed using SPSS.The Cornbrash Alpha value was 0.977,and the reliability and validity were good.The assessment test is mainly based on the Chinese Minority Chinese Proficiency Test(Level Ⅰ/Level Ⅲ)This is supplemented by the outline of teacher interviews.Three hundred and sixty-two Chinese Korean middle school students from three Chinese Korean bilingual teaching modes in three gathering and diaspora communities were selected as the subjects of the survey.The research results obtained are as follows:(1)Educational resources and language environment affect the Chinese language ability of Chinese Korean middle school students under different bilingual education models.Chinese Korean middle school students’ Chinese ability is affected by the bilingual education model.Comparing the assessment results in schools of the same model,the mean value of girls is greater than that of men,and there is no significant difference in Chinese language ability,Chinese language attitude,learning strategies,and learning ability.Compared with the assessment results in schools of different types,the students in the first type had the highest Chinese assessment results.(2)Language proficiency is influenced by language attitude,learning strategy,and learning ability.Examination papers are currently the means of evaluating Chinese proficiency of Chinese Korean middle school students.From the path model obtained through analysis,Chinese language attitude,learning strategy 2.The learning ability can significantly predict the Chinese language ability in the positive direction,and the amount of explanation reaches 61.4%.Chinese language ability can significantly predict the assessment results,(p<0.001).Learning strategies are the core factors that affect Chinese language ability.(3)Under the cultivation of the first-class model,Chinese Korean middle school students have higher Chinese assessment results,average Chinese language ability,higher learning ability and learning strategies,and lower Chinese language attitudes.(4)Under the training of second-class model,Korean middle school students have higher Chinese language attitude,average Chinese language ability,lower Chinese assessment results,and lower learning ability and learning strategies.(5)Under the training of third-class model,Chinese Korean middle school students have higher Chinese language ability,average Chinese assessment results and Chinese language attitude,and lower learning ability and learning strategies.It is found that the current bilingual education model still has the problems of less listening practice;insufficient reading;less feedback on writing practice;differences in language environment,adjustment of teaching materials,and fewer bilingual teachers in the teaching staff.Based on the above conclusions,four recommendations are made:(1)Based on the cultivation of Chinese language ability of students in a first-class model,it is recommended that Chinese language teaching in schools improve bilingual language environment on the basis of improving students’ reading ability and writing ability,build a campus culture of Korean and Chinese,cultivate students’ Chinese language attitude,and enhance Students’ confidence in self-evaluation.(2)Based on the second-class model of students’ Chinese language ability training,it is recommended that schools strengthen the training of students’learning strategies and learning ability.While improving students’ Chinese language ability,they need to pay attention to the strengthening of national languages and the development of maintaining bilingual advantages.(3)Based on the third-class of students’ Chinese language ability training,it is recommended to strengthen the training of students’ learning strategies,improve bilingual balance and conversion skills,and build learning transfer and learning ladders in teaching and learning.Students increase the accumulation of basic knowledge of Chinese,strengthen the exercise of writing thinking logic,practice oral expression more,and improve language organization skills.(4)Based on the bilingual education model of Korean-Chinese,Chinese Korean middle school students’ Chinese language ability is recommended to strengthen the intercommunication and co-construction of the three models.To improve the quality of bilingual teachers,in terms of teaching content,teachers need to strengthen the balance of knowledge,ability,emotion,and the amount of class hours in connection with the replacement of textbook versions.Schools and universities strengthen cooperation,and teachers regularly train to enhance their personal abilities and professional qualities,improve training quality,and jointly learn the advantages of other models.