With the arrival of the Fourth Industrial Revolution, our education has been increasingly focus on developing students' ability of questioning, discussion, communication and collaboration. However the Harvard learning method is in line with the current educational focus. To make the Harvard learning method can be applied to any level of Mandarin students, including entry level student who just started to learn initial consonant and syllable rime. Therefore, the purpose of this article is planning to introduce the method to Korean Mandarin class to enhance Korean student language learning ability. The thesis emphasize the application structure and detailed practice of Harvard Chinese learning method in the following chapters. Introduce the significance of the Harvard learning method for Chinese learning. In the following second chapters will focus on explain what is Harvard learning method base on prior study. How to design the actual operation process will be described more in the third chapter. The thesis make a sound analysis and exposition of three Harvard teaching modules: class design, actual practice and post study assessment. In the final chapter, brief the Harvard learning method future research interests integrate students feedback.

This thesis summarizes the author's experiences in the course of the first class session of the Chinese language class-from the design of classroom mode to the implementation of this activity by students. After the activity, a questionnaire survey was conducted and the survey results were analyzed and summarized. Through the questionnaire, the author analyzed students’ satisfaction degree of “one-day teacher” activity. The questionnaire survey was conducted from several perspectives, including satisfaction, learning effect, self attitude towards this “one-day teacher” activity and what needs to be improved. The results were, to say the least, encouraging. From all aspects of the good evaluation. We can judge that the implementation of this “one-day teacher” activity in the Chinese language class is completely feasible. Although the feasibility of “one-day teacher” activity has been proved, how to better apply it in Chinese class is the next problem that needs to be improved and further studied. The object of this study is the Chinese learners at the intermediate level in the lower grade. How to carry out this activity for learners at different Chinese level? A series of problems will be further studied and discussed.

현대중국어의 단모음은 전설고모음, 후설고모음, 저모음의 세 개 극점, 즉 삼극(三極) 체계 를 형성하며, 전설고모음인 /i/와 /y/, 후설고모음인 /u/, 저모음인 /A/ 등 네 개가 있다. 이들 은 강약, 장단 등에 의한 지렛대의 원리로 음운의 고저가 도출된다. 단모음뿐 아니라 복모음 도 강약, 장단, 개구도에 따른 음의 변화 등으로 지렛대 원리를 확장하여 음의 고저, 즉 성조 를 도출하고 있으며 이를 교학에 응용-강약 활용하기, 모음 길게 말하기, 변화 크게 하기 등 -하면 효율적인 CSL(Chinese as a Second Language)의 교학이 될 수 있을 것으로 사료된 다. 단모음은 입술 모양이 변하지 않아야 하는데 중모음인 /ə/와 /o/는 발음의 시작 부분에서 약한 고모음을 연결 지렛목으로 활용하여 입술모양이 변하는 2차 조음을 형성하므로 복모음 에 속한다. /ɚ/도 모음과 자음이 결합된 형태이므로 단운모(單韻母)에 속한다고 볼 수는 있지 만 단모음으로 볼 수 없다.