Analyses Of Chinese Education Of High Schools In Gyeonggi-do Of Korea

For this paper, a survey was taken of25Korean teachers and150Korean students across25high schools in Gyeonggi-do—all of whom were studying Chinese. The purpose was to investigate and analyze the roles of teaching materials, Chinese language teachers, learning motivations and the teaching and learning process of Korean students of Chinese. Statistical data shall also be used as a reference to the survey results, aimed at finding solutions to the difficulties of teaching Chinese. Also, they can provide teaching references for regional high school teachers in order to promote the further development of Chinese language teaching. The first chapter of this paper introduces the research background, summary, purpose and significance, ideas and methods. The second chapter refers to the history of teaching Chinese and its present situation at Gyeonggi-do high schools as well as South Korea in general. The Chinese teaching situation is not only designed for the use of teaching materials, teachers and students’circumstances, aspect of teaching development, but also for issues occurred during the survey analysis. The third chapter details the three styles of co-teaching models:the first has the Korean teacher is the general educator and the Chinese native teacher as an assistant or specialist; the second is the exact opposite of the first; the third has both the Chinese native and Korean teacher teaching at the same time, sharing the same teaching responsibility. In parallel with this, this chapter also analyzes the strengths and weaknesses of those models as well as the significance of the co-teaching approach in general. The fourth chapter deals with my views and recommendations on Chinese language teaching at the high school level as we]1as my conclusion. Efforts are made to arouse students’interests in learning, constantly exploring and improving the co-teaching models by using the target language in the classroom, broaden students’ communication skills in Chinese outside the classroom, and also to strengthen teachers’training capacity and consolidate their teaching teams as well. The fifth chapter is about conclusion.