The Study Of Team Teaching Of Chinese Language In Middle Schools In Seoul, Korea

With more and more in-depth culture exchanges between China and South Korea,Hanban launched the CPIK(Chinese Program In Korea)projects since 2012,Primary,Middle and high schools throughout South Korea have carried up team teaching of Chinese language courses.The author,as a volunteer to South Korea in 2013,has the practical experience in exploring this teaching modes.With the intention of making comprehensive research of the team teaching between the Chinese and Korean teachers in the given district,the author has collected the current teaching modes from Chinese teachers in Seoul and referred to the Dongduk Girls’ High School where the author worked for one year.This paper aims to expressing some suggestion on team teaching from the author’s view based on the practical data and statistical analysis.The beginning of this paper introduces the objectives and significance,of which,summarizes the current research team teaching and status of the domestic research collaboration in the field of teaching a foreign language.And then the author proposes the research objectives and scientific methods.This paper questionnaire segments the research samples into three categories:the first is Korean Chinese language teaching teachers in Seoul(Sample Size is 20);the second is Chinese Chinese language teaching teachers in Seoul(Sample Size is 20);the third is the students in Dongduk Girls’ High School(Sample Size is 192).These three-part questionnaires investigate the specific circumstances of team teaching in Korea from the perspective of the three parties.The top priority of this paper is the author’s statistical analysis over the three questionnaires:the Seoul Korean Chinese teachers,the Chinese language teachers and the Dongduk Girls’ High School students,a total sample of 232 individuals,91 questions.According to survey the 40 Chinese and Korean teachers,analysis of Chinese language teaching in their school situation,the author found that the unclear job scope,few communication,lack of cooperation among teachers.After that,from the Girls’ High School students’ perspective,the author analyzed the students’attitudes toward Chinese language teaching and the team teaching,and proved to find that the students have little motivation and feel difficult when communicating with Chinese teachers.Besides,teachers do not a suitable mechanism to exchange teaching experience,pronunciation problem in some Korean teacher and etc.After the statistics and analysis,the author summarized the advantages and disadvantages of collaborative teaching.For South Korean and Chinese teachers,the program changes the traditional single-mode teaching situation,makes the class teaching method more variable.And this cooperation between Chinese teachers and South Korean teachers is like a "mirror" as well.From the student’s point of view,this mode strengthens students’ enthusiasm and interest in learning Chinese language,and creates a learning environment for students to learn the second language.Students can feel the charm of Chinese culture.But at the same time,this mode both for the teachers or students,is a new teaching model,which also need to adjust,in order to achieve the desired effect of teaching.In comments on the improvement of teaching in South Korea,the author proposes:first,the pronunciation,vocabulary,grammar and cultural teaching presents three different team teaching models,namely:Chinese teacher leads,Korean teacher assists;Korean teacher leads,Chinese teacher assists;Chinese and Korean teacher co-lead.Second,effective collaboration,Chinese and South Korean teachers should mutually understand and communicate,to strengthen post-teaching reflection.Last,the author puts forward some suggestions.Chinese teacher should actively participate in the Korean language learning to improve Korean skills and pay more attention on the personal teaching image.Korean teacher should actively participate in the Chinese language teacher training to improve the ability of Chinese.The author hopes that these suggestions can be helpful to the CPIK project and will be better carried out in the future.