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Analysis on Current Chinese Culture Teaching in Korean High School and Teaching Strategy

Author: ZhangZhaoLian
Tutor: ZhangYong
School: Liaoning University
Course: Linguistics and Applied Linguistics
Keywords: Culture Teaching Special Topic Improvement Column New plan
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 95
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Abstract


The 21st century is an era of globalization and information society. With the rapid economic growth and international status improvement of China,“Chinese fever”has widely spread out in Korea. The understanding and practical use of Chinese language and culture is essential to Korean high school students who should keep pace with globalization.Most Korean high school students currently learn Chinese language and culture through Chinese textbook designated by individual school. However, Chinese culture described in the textbook often deal with fragmentary knowledge of China. Based on a few related theories and author’s teaching experience in the real field, this thesis suggests a new approach for the composition of cultural content in Chinese textbook. This thesis (dissertation) is organized as follows.In Chapter 1, we emphasize on the close connection between language education and culture education. In other words, since the understanding of culture give rise to the motivation and interest of most students learning language, language education should be accompanied by culture education.In Chapter 2, the goal of Chinese education in Korea is suggested to be that students build up the foundation of communicative competence, experience Chinese common culture, and intensively understand China. To fulfill this objective, we propose the teaching method and contents of curriculum, and together we make an analytic table for the cultural contents of the sampled textbooks currently used in Korea. We find several problems of cultural contents in existing textbooks, which include the shortage of cultural contents, the poor correlation with language contents, and the wrong deployment of cultural contents. In particular, most students can consider cultural contents less important because cultural contents are placed at the end of each section in the textbook.To overcome these problems, Chapter 3 shows improvement strategies for the cultural education of Chinese class in Korean high school. At first, we discuss how to revise the cultural contents in textbook. Keeping the principle of interest and cultural respect, we also propose cultural activities with the revised textbook. The cultural activities include seven cultural factors– language, hobbies and leisure, family and school life, clothes and food, social culture, heritage, arts - classified by“2007 revised educational program”in Korea. Also the cultural activities contain specific examples for cultural contents, which is closely connected with language education. Finally, we explain the necessity of evaluation for the cultural knowledge followed by learning the cultural contents.

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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