A Study On Chinese Learning Strategies Of Korean High School Students Based On Cognitive Theory

With the deepening exchanges between China and South Korea and the successful promotion of Chinese teaching in South Korea, the number of South Korean high school students learning Chinese be more and more. Correspondingly,research on Korean high school students learning Chinese is gradually increasing. But these studies are all about Chinese language courses, teaching materials, or cultural teaching. However, the study on Chinese learning strategies for Korean high school students is very rare, In this paper, South Korean high school students as the research object, on the basis of previous related research results, a questionnaire and a case study on Chinese learning strategies of South Korean high school students. In depth understanding of the problems they have in learning strategies in Chinese, combined with his own as a Korean high school Chinese teacher volunteer experience, the survey results were carried out according to the observation of classroom and from the perspective of cognitive theory, the use of learning strategies of Chinese learners in South Korean high school is analyzed. According to the survey, the paper puts forward some feasible suggestions for Chinese teachers and Chinese learners. Hope to provide a useful supplement to the study of Chinese learning strategies for South Korean high school students.This paper is divided into five parts:The first part, This paper describes the background of the topic and the significance of the topic, the relevant research status of cognitive theory and learning strategy at home and abroad is analyzed. On the basis of the existing research results,put forward the related work and innovation of this paper.The second part, by means of questionnaire, the use of learning strategies of Chinese learners in Korean high school was investigated, and analyzes the main influencing factors of Korean high school students learning Chinese. Survey results show that: 1. Korean high school students learning strategies used in the frequency of moderate, there is a lot of room for improvement, in which they use the highest social policy, the use of the lowest emotional strategy; 2.learning Chinese, learning motivation, Chinese level and other differences affect the use of Chinese Learning Strategies, Gender differences did not affect the use of learning strategies.The third part, According to the results of the last part of the survey, a case study of three Korean high school Chinese learners who have a distinctive representation,Through interviews with three students, more in-depth understanding of the internal reasons for the use of Chinese language learning strategies of South Korean high school students, according to the content of the interview, the three interviewees were analyzed.The fourth part, On the basis of sorting out and summarizing the results of the survey, based on cognitive theory and learning characteristics of high school students,The suggestions on how to improve Chinese learning strategies of Korean high school students from two aspects of Chinese teachers and Korean high school students.The last part of the paper is the conclusion, summarizes the research results of this paper. and points out the deficiencies of this study and the prospects for further research.