Research And Analysis On Middle And High School’s Chinese Teaching In Jeju Province,South Korea

Through the research methods of questionnaire,interview and observation,combining with relevant data,this paper investigates the current situation of Chinese teaching in Jeju province from the aspects of Chinese learners,language element teaching,Chinese teachers,Chinese textbooks and teaching pattern,puts forward practical suggestions for the future development of Chinese education in Jeju on this basis.The main conclusions are as follows: First,learners are generally zero based,and the gender is balanced.The type of the motivation is single,mainly external motivated,and the interest in culture is greater than that in language learning.Second,the age of Chinese teachers is moderate and the gender is unbalanced.Bachelor degree or above,with high professional relevance.The education background of the original speakers is mainly master’s degree,among which the contract teachers are older and experienced,and Korean can assist teaching,while cpik teachers are on the contrary.Among the local teachers in South Korea,a few are small languages to teach Chinese.In terms of class hours,the workload of primitive migrant workers is larger than that of Korean teachers.Third,The current Chinese textbooks are not only rich in supporting resources,but also has good cohesion and strong practicability.Yet,they still have the disadvantages like lacking of variety,wrong in content and expression,low utilization rate of supporting resources and low satisfaction of the learners.Fourth,phonetic teaching focuses on the key and difficult points of tone,and the phenomenon of “using Korean to spell Chinese” is common.Wearing masks affects pronunciation teaching.Due to the substitutability of Pinyin and Chinese characters in evaluation system,Chinese characters are not valued.Fifth,collaborative teaching focuses on the Democratic guidance of primitives and has a clear division of labor.The original speakers are responsible for reading and sound correction,practice and activities,cultural explanation,implementation of evaluation and final statistics,while Korean teachers are responsible for translation,supplement,classroom management,etc.Sixth,when Jeju implemented the mixed learning mode,there were mainly four online teaching platforms,among which Google classroom was widely used.The platform has some disadvantages,such as "inconvenient writing on the blackboard","poor interface guidance","unstable network" and so on.Online teaching mainly has many problems,such as poor interaction between teachers and students,poor teaching effect,increased workload of teachers,widening gap between students’ achievements,decreased job satisfaction of teachers and low recognition of teachers and students.Jeju mainly has the advantages of complete Chinese education system,large learning demand,stable teaching staff and so on.At the same time,according to the existing problems of unbalanced regional development,lagging Chinese teaching materials,large inter school mobility of Chinese teachers and insufficient online teaching interaction,the following suggestions are put forward: First,increase support in remote areas and balance the development of education inside and outside the city.Second,control the selection of teaching materials and develop characteristic teaching materials.Third,promote internal communication among teachers and improve the quality of teachers.Fourth,enhance online interaction between teachers and students and promote human-computer interaction.