In the 21century, with the characteristic of the globalization and knowledge information, there has been an increase in the popularity of language and the culture promotion. All of these are fields of culture that are expanding, which affects not onl... In the 21century, with the characteristic of the globalization and knowledge information, there has been an increase in the popularity of language and the culture promotion. All of these are fields of culture that are expanding, which affects not only simple language and the expansion of culture, but also has a vital importance on establishing national independence, the improvement of national status, and development of a nation. Its effect is as important as politics or economic field's expansion. Thus, the purpose of this study is to compare the curriculum system of teaching a native language as a foreign language between Korea and China, exploring the plan to improve the qualities of teaching a native language as a foreign languages' educational courses. To realize the purpose of this study, the study has set the problems as follows. First, how is the curriculum system of China and Korea in teaching a native language as a foreign language? Second, how is the educational goal, educational content, educational method, and educational evaluation of China and Korea in teaching a native language as a foreign language major? In order to solve the above problems, according to the characteristics of universities and geographical location, this study has chosen Korea’s Kyunghee University, Daejin University, Hankuk University of Foreign Studies, Busan University of Foreign Studies, Kyungdong University, Chongshin University; and, China’s Guangzhou University, Heihe University, Shanghai International Studies University, Zhejiang International Studies University, Capital Normal University, Guangxi University for Nationalities as comparatives for the analysis case. Through a comparative analysis of the cultivation course for the native language teachers for foreigners in Korea and China in five aspects, such as operating system of the education course, educational goal, educational content and educational evaluation. Additionally, in order to meet the demands of the study, the study had respectively taken interviews from four experts who majored in teaching a native language as a foreign language in both Korea and China and the result is arranged as follows. For the operating system of the education course, the types of Korean courses generally include a basic course, specialized course, and optional course. The types of courses in a Chinese university usually consist of basic course and specialized course. In addition, although the total credits required for graduation in a Chinese university are higher than that of a Korean university, the Chinese professors who took part in the interview, compared with the Korean professors, had strongly skepticism about the quality of training talent. Thus, in order to better ensure the quality of talent training, in comparison to Korea, China needs to perfect the education curriculum operating system. For the education goal, both China and Korea have a set characterization education goal. That is, a Korean university in order to deal with the arrival of a pluralistic society, set diversified social Korean teachers as an educational goal. Chinese universities, especially in border areas where universities give full play to its geographical advantages, whose teaching object are specific countries, are training characterization talent specific as an educational goal. Of course, there are some problems, like setting the target improperly in the process of setting goals in both Korea and China. To solve these problems, both countries should insist on training teachers in teaching a native language as a foreign language while devoting themselves to satisfying a specific language circle, specific study population, or specific education environment characteristics of talent cultivation. For education content, the subject of the Korean education major in a Korean university is mainly made up by obtaining a Korean teacher’s certificate, but the subject of China’s Chinese international education major is mainly focused on Chinese Linguistic Literature. Thus, Korean universities’ Korean education major set all kinds of objectives that are similar with the ultimate objective that is demanded when pursuing a Korean teacher’s certificate. In specialized courses, occupying a higher ratio of subject type followed by the Korean education class course, Koreans learn class subjects, engage literature courses, and participate in culture courses; Universities in China during the course of training a Chinese international education professional, see the highest proportion of coursework is most closely associated with the Chinese language and literature major section of the course, with a lesser emphasis on Chinese knowledge courses, foreign language courses, and culture courses. Therefore, a Korea university should offer the Korean teacher certificate with a required course setting of the basic course, while at the same time, efforts to develop and meet the characteristic feature of talent training in required subjects should continue. Chinese universities should be free from excessive reliance on Chinese language and literature majors, committed instead to professional development that can reflect the characteristics of the professional subjects. In the aspect of education evaluation, though the students' evaluations in both Korea and China are based on the comprehensive evaluation of exams, assignments, attendance, and course performance, far from the composition of each part, Korea pays more attention to the evaluation of the learning process for students. Conversely, Korea should construct a more objective and specific criteria of student assessment. And China should seek to actively construct a more scientific system of student assessment.
|
