就目前韩国汉语教学现状来看，汉语在韩国已有了较高的地位，许多韩国少年儿童从幼儿园阶段便开始学习汉语。笔者曾在韩国的一所公立小学担任过课后汉语班教师，认为韩国小学的汉语教学仍存在一些问题及可研究之处。笔者发现，目前针对韩国小学课后汉语班以及汉语教学的研究渐多，但专门针对小学课后汉语班上新老生水平差异问题解决方案的研究还十分欠缺。因此，笔者应用分层合作教学理论，对韩国小学课后汉语课教学现状进行考察，研究并证明了分层合作教学理论在课后汉语班上的教学效果，并为现任的课后汉语班教师们提出较具实践性的建议。本文共分为六章： 第一章是绪论，主要介绍本文的选题缘起、研究意义、研究内容与方法。 第二章是理论基础和研究现状综述。理论基础包括核心概念界定和相关理论的论述。界定的核心概念有“分层教学”、“合作学习”、“分层合作教学”和“课后汉语班”。相关基础理论包括“因材施教理论”、“人本主义理论”、“掌握学习理论”和“教学过程最优化理论”。研究现状综述分为韩国国内和韩国国外两部分，韩国国外以中国学者的研究为主。 第三章是关于韩国小学课后汉语班教学现状的介绍及分析。首先对韩国小学课后班汉语教学的现状进行了介绍，进而分析了教学中所存在的问题。另外，还以韩国光州花亭南小学课后汉语班为例进行了案例分析。 第四章是根据第三章的内容，应用分层合作教学理论，针对韩国课后汉语班的特征设计了汉语教学原则与方法。 第五章是在韩国光州花亭南小学课后汉语班上应用分层合作教学的实践总结。笔者在正式课堂上尝试应用分层合作的教学模式，并对学生做了问卷调查，对教师进行了访谈。根据问卷和访谈的结果，笔者对整个应用实践的过程做出了评估与反思。 第六章是本文的结论部分。根据全文的分析，本章对分层合作教学在韩国小学课后汉语课上的应用进行了总结，并有针对性地提出了建议。 本研究不仅是一个理论性研究，研究中还结合了教学实践提出了可行性的教学方案，直接为教师提供教学方案的参考。

The Chinese Language occupies a very high position in Korea, and many Korean children now begin to learn Chinese in kindergarten. Having worked as an After-school Chinese teacher in a Korean public elementary school, I think there are still many problems to be researched in regards to how Chinese is taught in Korean elementary schools. Furthermore, even though the research on after-school Chinese classes and Chinese language teaching in Korean elementary schools is gradually increasing, there is still a lack of studies focusing on the problem of new and old language students in elementary schools’ after-school Chinese classes. Therefore, this paper takes Korean elementary school students as its research object, inspecting the present situation of Chinese teaching in Korea, and applies the Layered Cooperative Teaching theory to study and prove the effectiveness of after-school Chinese class. Finally, the author puts forward some practical suggestions for after-school Chinese teachers. This paper is divided into six chapters. The first chapter is an introduction which focuses on the origin, significance, content and research methods of the topic. The second chapter is a theoretical basis and overview of current research. The theoretical basis includes the definition of core concepts as well as relevant theoretical principles. The definition of core concepts is divided into Layered Teaching, Cooperative Learning, Layered Cooperative Teaching and After-School Chinese Classroom. The relevant theoretical principles include the Theory of Individualized Teaching, Humanistic Theory, Master Learning Theory and Teaching Process Optimization Theory. The literature review is divided into South Korean research and foreign research with the latter mainly delves into the work of Chinese scholars in the subjects of Layered Teaching, Cooperative Learning and Layered Cooperative Teaching in various research fields. The third chapter is an introduction and an analysis of the current situation of after-school Chinese teaching in elementary schools in South Korea. It introduces the current situation of after-school Chinese teaching in Korean elementary schools, and then lists the problems of teaching while conducting an overall analysis of the teaching situation. It also carries a real-case analysis the characteristics and problems of the after-school Chinese class of Hwajungnam elementary school in Gwangju. The fourth chapter is based on the content of chapter three and focuses on Korean after-school Chinese class, designs the principles and methods of Chinese language teaching through Layered Cooperative Teaching Theory. It also discusses how to implement layering and cooperation design in the after-school Chinese class. The fifth chapter is a review of Layered Cooperative Teaching practiced in an after-school Chinese class of Hwajungnam elementary school in Gwangju. The Layered Cooperative Teaching Method was applied in real classes, and its effect is analyzed according to the students’ questionnaires and teachers’ interviews, followed by an evaluation and reflection of the whole research process. The sixth Chapter provides conclusion and suggestions for improvement which are based on the entire research. This research is not only a theoretical research, but also combines the teaching practice to put forward a feasible teaching scheme, in order to provide teachers with examples of teaching methodologies.