How To Respond To The Korean Students Questioning About Sensitive Issues Of Northeast Asian History

China has a history of more than5000years, although it was invaded by foreign countries many times, it eventually naturalized the alien, and this relies on the excellent culture. Chinese culture is the superiority of our pride. Teaching Chinese as a foreign language has a paramount meaning to spread the Chinese culture, promote the national spirit, strengthen exchanges in China and the world as well as to promote mutual understanding. It is not only beneficial to improve China’s international status, to win the culture recognition from the world, but also beneficial to deepening the cooperation of China and other countries under the background of globalization, and to implement the grand plan of Chinese culture going out.In the history of China, Korea as the state, has maintained a good diplomatic relations and a deep national friendship with China, and China helped Korea to resist Japan, which led to the outbreak of war. After World War Ⅱ, the United States and the Soviet Union fight for hegemony, due to the different ideology and the pattern of interests in Northeast Asia, the Korean Peninsula was divided into North Korean and South Korean. South Korea and China has conflict on the ideology and historical culture, and there exists differences on some issues of the history of Northeast Asia.As teachers of Chinese as a foreign language, we must respond to emergency situations in the classroom. There is a widespread controversy between China and South Korea on the history from the Han to the Goguryeo. This sensitive issue often also makes some TCSOL teachers feel hard to deal with. Some South Korean students have vague even radical point of views on the period of history; therefore, as a TCSOL teacher, how to respond to their proposed such sensitive issues is the focus of teaching.Set out from the reduction of real historical point of view, and use of literature, comparative analysis and teaching practice of combining research methods, and grasp the cultural and historical factors in TCSOL, This article remove doubts of this period up to800years on the basis of historical explanation, and discuss on how to respond to sensitive issues about the history of Northeast Asia Korean students in the classroom. The innovation of this paper is to study the coping strategies of Korean students disputing question in the classroom from the history and culture aspect.