近年来，越来越多的韩国高中开始开设汉语课，汉语已成为韩国高中的第二外语选修课。但韩国高中汉语教学在教学法上仍存在很多问题。笔者通过在韩国高中一年的教学实践经历，围绕体验式教学的理念，结合韩国高中学生的实际特点，对体验式教学在韩国高中初级汉语课堂的应用进行了研究。论文一共有四个部分。第一部分绪论，阐明并论述了体验式教学在韩国高中汉语课堂应用的选题背景及选题意义，同时对国内外体验式教学的相关文献研究进行了综述。第二部分着重分析了韩国高中汉语的教学现状，包括对师资、学生、教材、教学方法和授课方式几个方面的现状分析。总结了当前韩国高中汉语教学存在的问题，指出在韩国高中汉语课堂实施体验式教学有其必要性和可行性。第三部分笔者根据自己在韩高中一年的教学实习经历，分析研究了体验式教学模式在韩国高中汉语课堂的应用。包括体验式汉语教学的定义、教学步骤的设计与实施、课堂教学的设计与实施、教学评价的设计与实施几个方面。论述了体验式汉语教学的具体实施过程和具体活动设计等。第四部分笔者对自己的实践进行了反思，并结合韩国高中初级汉语课堂的特点提出了一系列合理化建议。包括在每个教学环节的实施中存在的问题及如何更好地实施体验式教学等。

In recent years, a growing number of senior schools in Korea began to offer Chinese lessons. Chinese has been the elective in the middle school in Korea. However, there are still many problems in Chinese teaching. Acording to one year teaching experience in Korean senior school, the author studied the application of the experiential teaching in Korean senior school around the experiential teaching philosophy and combined with the features of Korean high school students.The thesis is divided to four sections:The first chapter is an introduction,displayed the background and significance of the experiential teaching in senior schol in Korea,the reseacrh at home and abroad was introduced generally.The second chapter analyzed the current situation of the Chinese teaching in Korean senior school,including the status of teachers,students,teaching materials,teaching methods.Summarized the advantages and problems of the Chinese teaching current status in Korean senior school.Pointed out the necessity and feasibity of the application of the experiential teaching. The third chapter analyzed the application of the experiential teaching to Chinese class of senior school in Korea.It included the definition of experiential teaching,designing the implementation of teaching steps,teaching methods and teaching evluation.Discussed the specific process and activities of experiential teaching.The fourth part analyzed the reflection of the experiential teaching and made some recommendations.Pointed out the prombles in the implementation process and made suggestions of the implementation of experiential teaching.