近年来，汉语教学逐渐走进了韩国中小学课堂，韩国汉语教学也受到了学术界的重视。从CPIK项目成立以来，合作教学的模式被广泛运用于中小学汉语教学。 在针对青少年的汉语教学中，汉语口语教学应当被放在重要的位置，但实际上汉语口语教学是较为薄弱的部分。本文结合笔者在韩教学实践，通过个案研究探析合作教学模式下青少年汉语口语教学的方法。本文通过分析两种合作教学模式下学生的学习成果、课堂表现等方面，总结不同合作模式的优缺点，从而优化合作教学模式，提出教授初级汉语口语的建议。 本论文共分为六大部分： 第一章，阐述选题意义及缘起，说明本文的研究方法和创新之处。 第二章，简述国内外与本论文有关的文献。 第三章，分析月西中学的汉语教学现状及采用合作教学模式的原因，重点以教学实例分析了“一主一支”和“轮流主导”两种合作教学模式下的教师分工。 第四章，根据第三部分的研究,总结两种模式下学生学习汉语口语的效果及两种合作教学模式的优缺点。 第五章，结合学生学习汉语口语的建议与期望以及教师访谈调整合作模式，提出针对初级汉语口语教学的建议。 第六章，结语阐述本文研究结论，指出论文存在的不足及可待研究之处。

In recent years, Chinese language has gradually entered the educational system of Korean primary and secondary schools, and Chinese teaching in South Korea has gradually attracted the attention of scholars. Since the establishment of CPIK project, co-teaching has been adopted in Chinese class. In the Chinese teaching for middleschool students , Spoken Chinese teaching should be an important part, but in fact, it is a relatively weak part. Based on the author's teaching practice, this paper explores the methods of oral Chinese teaching in the co-teaching mode. The purpose of this paper is to sum up the advantages and shortcomings of the different modes by analyzing the students' learning results and classroom performance under the two co-teaching modes, and to put forward the suggestions of optimizing the co-teaching mode and improving the students' oral Chinese level by combining the advantages of the two. This paper consists of six parts： The first part introduces the origin and significance of the topic, the research methods and innovations of the paper. The second part briefly introduces the related literatures at home and abroad. The third part analyzes the present situation of Chinese teaching in Welso middle school and the reasons for choosing co-teaching mode. The emphasis is on the analysis of the teachers' role on the class and the effect of students' oral Chinese Learning under the two modes of "one main and one branch" and "rotation leading". The fourth part summarizes the advantages and disadvantages of two modes of oral Chinese learning. The fifth part combined with the suggestions and expectations of students and teacher interviews, give suggestions for teaching. The sixth part elaborates the conclusions of this paper, and points out the insufficiency and potential future research of the paper.