Case Study Of Cooperative Teaching Model Of Yeogang High School In South Korea

In 1950,Tsinghua University opened the "East European class" first,then combined with the Chinese language specialized course of Peking University and the office of African student affairs of Beijing Institute of foreign languages.So far,a special teaching institution for teaching Chinese as a foreign language which should be regarded as the initiating stage of international Chinese teaching has been established.In recent years,with the enhancement of China’s economic strength and the improvement of China’s national status,the cause of international Chinese teaching has flourished,more and more students come to China to study Chinese,and the number of Chinese teachers who is going abroad has also increased.Korea belongs to the East Asian cultural circle,and has close contacts with China in economy and culture.In 2004,the first Confucius Institute was established in Korea of the world,and in 2012,The CPIK project(Chinese Program in Korea)was also established in Korea,Hanban of China selected and trained graduate students or on-the-job teachers,and then assigned them to go to primary and secondary schools in South Korea as volunteers of Chinese teachers.Unlike Confucius Institutes and Confucius classrooms,there are Chinese teachers and Korean teachers in most of the Chinese classes of these primary and secondary schools,two teachers teach Chinese together in one class.In February 2018,the author was sent to Yeogang High School in Gyeonggi,Korea as a Chinese teacher for 11 months.During the nearly one-year teaching practice,many unexpected classroom management problems occurred.However,due to the cooperative teaching mode has only appeared for a few years,so there are just few research materials and literature about this mode,and mostly focused on teaching management,so we can find few solutions to these problems.After one year’s practice and communication with other volunteers of Chinese teachers,the author finds that in the real cooperative teaching Chinese class,theimportant factors affecting the teaching effect are not only the teaching management,but also the classroom management which is easily neglected.Chinese and Korean teachers may have inappropriate communication because of language,personality,concept and other reasons.They may disagree in their work or fail to clarify their responsibilities in the classroom.This may easily lead to confusion of rules among students,resulting in classroom problematic behavior,and even greatly affecting the teaching effect.If the two teachers respect each other and cooperate with each other tacitly,they can give full play to their respective advantages.Then can reduce the frequency of classroom problem behavior,so that the classroom and teaching management can proceed smoothly.In addition,the prestige of Chinese teachers and students’ recognition of cooperative teaching mode will have an impact on classroom management.How to coordinate these problems and reduce classroom problem behavior will help improve the teaching and classroom management effect.This paper investigates the common problems and causes of classroom management in Korean high school collaborative teaching mode through questionnaire surveys with Chinese teachers volunteers who have been working in Korea in the same year.Moreover,Chinese teachers also give expectations of collaborative teaching models.Suggestions for improvement,this is the innovation of this article.The advantages of the collaborative teaching model have been leaking.I believe that in the future,Chinese language teaching will play a greater role in the field of foreign language teaching.Therefore,the author hopes to combine my own practical experience to analyze several cases,then make the study of international Chinese teaching classroom management under the collaborative teaching mode,in order to provide a little reference for the Chinese volunteer teachers who are going to Korea.