Research On The Current Situation Of The Implementation Of CPIK Collaborative Teaching In Junior High Schools In Seoul, South Korea

In recent years,with the deepening of cooperation between China and Malaysia in various fields,the demand for Chinese talents in Malaysia has gradually increased.Chinese elective courses in universities are more popular.In contrast with Malaysian students’ enthusiasm for Chinese learning,Chinese teaching in Malaysia still needs to be further improved.In pahang Malaysia university as an example,questionnaires and classroom observation showed that the college Chinese teaching the teachers teaching process estimation problem exists,embodies in teaching,class activities and simplification,weak consciousness of culture teaching can’t meet the demand of students and so on,at the same time pahang university also exist in classroom of Chinese students’ learning attitude is not positive,such problems as lack of initiative study.The absence of formative evaluation is the main reason for its existence.As a teaching evaluation method that attaches importance to process,formative evaluation is an important means to help students learn and adjust teachers’ teaching mode.It can objectively analyze the level of students,effectively stimulate students’ interest and confidence in learning,accurately diagnose students’ problems,effectively promote the interaction between teachers and students,timely improve teaching methods,and better complete Chinese teaching.Guided by the formative evaluation theory,this paper attempts to complete the evaluation of students’ learning situation through the design and implementation of the teaching process(classroom activities),find problems in the activities,adjust and improve the teaching program,and try to solve the problems existing in Chinese teaching in Malaysia.There are four parts in this thesis.The first part is the introduction part by expounding the research background and significance of the thesis,related research status and research work.The second part of this article takes the author’s school,Daming Middle School as an example,the application of three Chinese collaborative teaching models and the analysis of existing problems.The third part is to use the method of questionnaire survey to analyze the situation of collaborative Chinese teaching in junior high schools in Seoul,South Korea.Based on the results and analysis of the survey,observe the feedback on the situation of collaborative Chinese teaching in Korean junior high schools.The last part of this article is to summarize the above-mentioned parts,and discover the problems,reasons and suggestions for improvement in the Korean junior high school Chinese collaborative teaching in the questionnaires and teaching cases.