Analyses Of China And Korea "Collaborative Mode" Teaching Skills

Since the establishment of diplomatic relations between China and South Korea have maintained close political, economic and cultural exchanges between the Chinese position in Korean society is also increasing. More and more parents want students tolearn Chi n-ese language courses in school,Korea Department of Education will also increase effor t-ts to penetrate into Chinese language teaching in basic education therefore most second a-ry schools have opened Chinese language courses. I had the honor in May2013to May2014be a year full of foreign language teaching in Korea KwangMyeong Buk H-igh School with two high school teachers of Chinese partner, China and South Korea in the distinctive "cooperative model" teaching experience to the classroom is not the sa me skillsIn this article, the Kwang Myeong Buk High School foreign language teaching practice based in South Korea under collaborative t eaching model, the foreign language classroom teaching techniques were studied. Articles high school sophomore in North el-ective courses108Chinese high school students conducted a questionnaire survey desi-gn students to learn the Chinese language background and feedback to the appropriate a p-plication of classroom teaching skills and South Korea for the current collaborative m o-del. Foreign Chinese classroom teaching techniques presented problems in the appropri a-te principles and methods in order to synergistically foreign language classroom made reference to the views of China and South Korea, to better promote the development of Chinese industry. The article is divided into seven sections:The first chapter is an introduction describes the origin and significance of the topic of the writing of this article, and the Review of China-ROK cooperative mode and class r-oom teaching skills relevant aspects elaborated, pointing out the study and research me t-hods. The second chapter is South Korea "collaborative model" and classroom teaching skills, introduces the contents of the two theories, and in the light of the use of the Kwang Myeong Buk High School,pointed out that paper studies classroom organization and management, language teachers, teachers’ questions and multimedia applications of th-e four classroom teaching skills. Chapter III of classroom organization and management of South Korea " collaborative mode", pointed out several problems in the presence of classroom organization and management, the questionnaire based on classroom observati on and analysis pointed out in time, rhythm, atmosphere and resources should follow the principle of the method. Chapter IV of South Korea "collaborative model" under the tea c-her’s language, according to the teachers’ language problems given language correctness, moderate pace and use of body language suggested. The fifth chapter of South Korea "collaborative model" under the teacher’s questions, ask questions in the classroom has a very important role in inspiring, according to teachers’ questions problems raised diffi c-ult to properly take into account the principle point of the surface and timely feedback. Chapter VI of South Korea "collaborative mode" multimedia applications, Korea emphas is on science and technology in teaching practice, the use of multimedia teaching in both membership teachers to focus on the reasonableness of multimedia courseware, subsidiar y-ty, proportionality and correct normative. Chapter VII is the conclusion, more than China and South Korea for the investigation team teaching classroom teaching skills revi-ew and summary of the analysis and make recommendations for future limitations and w-riting articles writing, in order to promote Chinese culture.