Concept of Communicative Approach and Education of Chinese Language

다국어 초록 (Multilingual Abstract)

It has been a couple of decades since Korea started teaching foreign languages in high school. The history of Korea's Foreign Language Education is not as long as western countries; however, there have been a lot of changes and improvements in the way of teaching and learning foreign languages.
The Method of Teaching Foreign Language has developed from a typical Teaching method, which is based on grammar and translation, to Audio-Lingual Method, Audio-Visual Method and Communicative Language Teaching which is being under discussion these days. During this time, almost of all the foreign language teaching methods are introduced and practiced in the educational field.
The aim and the way of learning foreign language should be different depending on the times. The foreign language teaching method is about the way, and it needs to be relevant to the aim as well. So, it is obvious that if the aim is changed, the way of achieving the aim should be changed as well. That is why we are learning foreign languages with many different goals and in various ways.
The foreign language teaching method has developed to reach these goals.
Simply reading and understanding foreign literary works used to be good enough but, we are living in the society that we have to not only communicate with foreign people for an exchange, but also create something through the communication with foreign people. That is the main reason why we cannot have the same foreign language teaching method any more.
In other words, because the goal of learning foreign language has been changed by the times, the teaching method has to be changed as well.

Given the developments in the foreign language teaching method, we have a huge improvement in Korea’s foreign education system.
A lot of teaching methods have been practiced in the field within a short time and we have had an improvement in teaching method every time we have a new method.

To learn foreign languages, we need have the input and output of understandable language, and the interaction between a teacher and a student.
These learning conditions need to be based on the fact that the subjects in the class room should focus on the communication rather than correction of false and they also need to be intriguing, relevant to learners. It is also really important experience for the people studying second language to express their thoughts with the second language.

If they only focus on memorizing what they learn without expressing their thoughts with the second language, they cannot use the second language in a real situation.
Therefore we need to practice and use the second language as much as possible in the class room.

At this point, I want to talk about the teaching method specifically various teaching methods for Chinese such as teaching method, teaching process, teaching consulting, teaching administration and teaching evaluation aimed at improvement of communication.
I also want to suggest how to organize a class with a consideration of the feature of Chinese and learner’s feature and language ability.
I hope all of my suggestions would be practical and useful for teachers so they would be able to organize their class better.

목차 (Table of Contents)

• - 목 차 -
• *Abstract.........................................................................1
• 1. 서 론............................................................................4
• 2. 의사소통적접근법
• 2.(1) 의사소통적 교수법의 개념 및 배경...........................6
• 2.(2) 의사소통 중심의 교육과 중국어 교육원리.............11
• 2.(2).1) 의사소통중심의 중국어교육......................................11
• 2.(2).2) 의사소통중심의 중국어교육원리..............................12
• 3. 의사소통적 접근법에 따른 중국어 수업 설계
• 3.1 수업 프로그램 설정 및 수업설계 모형 선................22
• 3.2 수업 프로그램의 계획 단계...........................................24
• 3.3 수업 프로그램의 평가.....................................................25
• 4. 의사소통적 접근법과 중국어 수업설계의 실제
• 4.(1) 수업프로그램 설정........................................................26
• 4.(1).1) 교육목표.........................................................................26
• 4.(1).2) 학교의 형태와 요구사항............................................26
• 4.(2) 수업설계모형선정과 수업프로그램의 계획.............30
• 4.(2).1) 중국어 단원별 계획......................................................30
• 4.(2).2) 차시별 수업계획............................................................31
• 4.(2).3) 중국어과 평가(수행평가 기준안 제시)....................37
• 4.(3) 수업 실행.........................................................................42
• 5. 결 론..........................................................................43
• * 참고문헌.................................................................46
• * 부 록.................................................................48