| With the communication between China and Korea increasingly frequent,Korean students’ enthusiasm to learn Chinese is rising.Chinese characters is relatively familiar to the Korean students due to Korea within the cultural cycle of Chinese characters.However distinct differences in grammar between Korean and Chinese makes it difficult for students to form correct Chinese sentences in communication with others.Using disorder combinations or just simple vocabulary is a common phenomenon in their dialogue.So the teaching of spoken Chinese should be taken seriously of it by teachers in primary stage.Meanwhile an excellent teaching design,which can not only enrich class but also help students convey Chinese in a better way thus gradually promoting their ability to perform second language communication,plays a significant role in spoken Chinese class,so teaching design is very important.teaching method is helpful for instructing teaching design,Omnipotent teaching method is non-existent,for each teaching method has advantages and weakness.In this article,combined with Korean vocational high school——Seoul Convention High School student’s personality characteristics and psychological characteristics,three teaching methods are applied to three texts in spoken Chinese teaching design and practice.The article consists of six parts,each part is as follow:Chapter one is an introduction,mainly introducing the purposes,objects and methods of the research.Chapter two mainly lists previous research findings including two major parts.The first part is the present research status of teaching design at home and abroad.The second part is the present research status of spoken Chinese teaching design.The third part is the present research status of spoken Chinese teaching design in Korea.Chapter three analyze the status of spoken Chinese teaching,existed problems and teaching design thought in the Korea Convention high school.Chapter four are about author’s designs and practice of spoken Chinese teaching in the Korea Convention high school.The primary content is teaching designs and practice for three teaching texts by using three teaching methods.Chapter five is the analysis of questionnaire aimed at the three teaching designs that filled in by the students.And introspection of author’s teaching designs aredescribed through the questionnaire analysis.The last chapter is a conclusion to summarize innovation points and weakness and contents to be studied of the essay.Through teaching practice and students’ feedback after class,it is found that Korea students are all satisfied with the three teaching design.And the application of communicative approach to the teaching design of the textbook "Chinese food is delicious" is accept by most Korea students,the reason of which is that students can utilize learned knowledge in communicative activities and then achieve communicative goals.Besides,they find learned knowledge can play a great role in actual communication.The practicability and degree of difficulty of textbook,native teachers’ join and activities added in teaching designs all have a great effect on students’ study effectiveness. |
