Analysis On Chinese "Collaborative Teaching" Mode Of "CPIK Program" In Korean Junior Middle School

Since the first Confucius Institute in the world was established in South Koreain2004, South Korea has become the country with the biggest density of ConfuciusInstitute in worldwide. In order to promote wider exchange and cooperation betweenChinese and Korean culture, China and South Korea signed “Exchange andCooperation Agreement for Korean Chinese Teachers” on November24,2011, andthen the “CPIK Program”(Chinese Program in Korea) emerged at the right moment.As a member of2014“CPIK Program”, the author has been engaged in one-yearChinese teaching work in South Korean Cheongju Girls’ Middle School. This paperintends to combine with the author’s practice to make a discussion on middle schoolChinese teaching model in “CPIK Program” under guidance of relevant theory.This paper is divided into4parts. The1stpart mainly introduces significanceand background of topic selection and research scope, explains relevant researchsituation in Chinese academic circle; the2ndpart gives a detailed explanation onbackground of “CPIK Program”, overall condition of elementary Chinese teaching inSouth Korea, and implementation condition of CPIK Program; the3rdpart analyzesmiddle school Chinese teaching mode in “CPIK Program”, analyzes the featured“collaborative teaching” form in this model from perspective of three issues, that is,teachers, teaching materials, and teaching methods, proposes the concept,classification, and practice condition of “collaborative teaching”, and also discussesthe important influence of Chinese native-language teachers and Korean localChinese teachers’ self-cognition and role positioning on “collaborative teaching”;the4thpart is conclusion and recommendation. To sum up the advantages and disadvantages of “collaborative teaching” mode, then it proposes suggestions toConfucius Institute Headquarters (Hanban) and Korean relevant departments so as to perfect “CPIK Program” and exert the bigger effect of its middle school Chineseteaching mode, as well as direction of follow-up research.