Elementary Chinese Grammar Communicative Instructional Design For Korean Student

With the economic and cultural development of China-Korea, the number of people learning Chinese in South Korea is also increasing. And the demand for Chinese teachers have continued to increase, as an intern, I had the honor to Korea for a year of internship, a deeper understanding and awareness through internships.In the introductory chapter introduces the basic situation of Chinese teaching in South Korea, but also found some problems in teaching and the focus of further topics of purpose and meaning of teaching Communicative Grammar Teaching.The first chapter is on the Chinese model of communicative language teaching. First of all, by reading the literature and knowledge of the Communicative Approach, describes the application of the communicative approach in language teaching; Secondly, the theoretical significance of the class interactive teaching mode and how to apply the Chinese teaching; thirdly, teaching mode in this paper the core teaching of the classroom instructional design model.The second chapter is the grammar classroom teaching Korean students to the primary stage of design. First, a questionnaire to understand the students to learn the results of complement; Second, the specific instructional design to the results of complement, for example, by analyzing the teaching background of specific lesson plans, elaborated with the showThe third chapter is of instructional design, evaluation and reflection. Through classroom conduct experimental teaching, the teacher after class through interviews to understand students’classroom learning, in a timely manner to obtain feedback; at the same time the instructional design features and advantages of conduct described, the final effect of this teaching design of conduct reflect on and elaborate on the future teaching of enlightenment.