Research On Korean High School Chinese Culture Teaching Based On Cooperative Model

With the development of economic globalization, the phenomenon of cultural integration is obvious. More and more foreign learners begin to pay close attention to Chinese learning,and gradually have interest on China’s economy, politics, culture, life and various aspects,which promoting the development of the Chinese teaching. And, in this process, it will inevitably involve the teaching of Chinese culture. The introduction of the Chinese culture not only helps students to learn Chinese language knowledge, but also improves learners’ intercultural communicative competence. But, when we select the most suitable teaching ways according to the different cultural content, and how to select the most suitable teaching ways to better improve the efficiency of teaching Chinese as a foreign language and instruct teachers’ organization of classroom teaching activities, the application of these theories have yet to be further research.In recent years, the South Korean government and education department pay more and more attention to Chinese language teaching, especially emphasized on the importance of Chinese cultural teaching. The human resources department of education published the outline of High school’s Chinese teaching outline in 2007, especially increased the proportion of culture teaching, and reconfirms the cultural content. Firstly, the paper analyzes the latest Chinese teaching outline of South Korea, and then compared the contents of Chinese cultural in the textbook with the outline, so as to find the disadvantage of the arrangement of Chinese culture in Korean high school’s textbook. At the same time, through one year South Korean high school’s practice of Chinese teaching, the author investigate and analyze the current situation of Chinese cultural teaching with the mode of CPIK teachers and South Korea local teachers’ cooperation, finally summarizes the problems and deficiencies in Chinese textbook,and also put forward cultural teaching solutions in order to better use in classroom teaching practice. At the end of the paper, through the discussion of two parts above, the author in according to meet the demand of learners and inspire students’ interest in learning Chinese culture, putting forward some constructive Suggestions.The author further argues that the cultivation of the culture communication ability should be put in important position of Chinese teaching; the goal of Chinese language teaching should be cultivate the students’ cross-cultural communication ability.