The Analysis Of Situation Of Chinese Teaching And Learning Between Kindergarten,Elementary School And Middle School In Korea

“Mandarin fever” is not a new topic in Korea,Korea has seen a flowering of Chinese teaching since the establishment of the diplomatic relations between China and Korea in 1992,especially after the signing of “Exchange and cooperation Agreement for Korea and Chinese Teachers” in 2011.Based on the author’s statistics,Chinese courses have been set up in over 517 schools in Korea up to 2016.Chinese teaching has been improved a lot in “quantity”,but there are still problems with its “quality”.At present,there have been many thesis about Chinese teaching in Korea,however,thesis about the contraction of Chinese teaching among kindergarten,elementary school and middle school are scanty.Therefore,I designed a questionnaire which includes different Chinese learning situation based on other authors’ papers and my own experience of teaching in Korea,and then interpreted the results of the questionnaire so that I found out problems exist in Chinese teaching such as staff building,the model of collaboration,education teaching materials,emphasis of government and school,detection mechanism,curriculum arrangement,teaching mode,class participation and learning outcomes,and put forward five countermeasures accordingly,such as manage Chinese teachers reasonably,improve the model of collaboration,increase supplies of teaching materials,increase attention of Chinese teaching,perfect detection mechanism and instructional model and enhance students’ acquisition.Even though there are many shortcomings exist in the questionnaire and analysis,I still hope this thesis could enhance understanding of Chinese teaching in Korea,benefits the study of Chinese teaching in Korea and the sound development of the CPIK program.