Improved 3p Mode In The Intermediate Classroom Teaching Of Chinese As A Foreign Language

PPP model is the world's mainstream model of second language teaching, which is divided into three stages:Presentation→Practice→Production, focusing on the form of practice, classroom management the accuracy of students' learning. But compared with the need of real context and practice, it is more emphasis on teacher-centered form, paying less attention on students' dominant position in the learning, leading to a lack of real communication in teaching activities. This instructional design will fully practise the PPP model, combined with teaching methods involving real context of native language, to emphasis on student-centered form, to concerned the dominant position of students in the classroom, and to discuss how to deliver a Chinese class with real communication oppertunities. Primarily a Preparation stage is added before class teaching, with an Interview mission to prompting real communication with Chinese people. The second stage is Performance, to provide students with opportunities for free expressions and discovery of language mistakes. In addition, the Presentation stage and the Practice stage is combined into one link, targetting at the mistakes found before, to train students' skills with various teaching methods. Finally, a Production stage is set to let students freely express a certain task with Mandarin, based on the knowledge structures and vocabularies learned before. The instructional design chooses a text of the ninth lesson of the textbook My Chinese Classroom (IntermediateⅠ), selecting small groups of adult Japanese students. Besides one experimental group, a control group also takes part in the experiment. With a detailed analysis, the teaching plan is modified, and is also tested in an improved group. The results show that the modified PPP model can improved students' learning habits of students with preparation, ensureing the efficient allocation of classroom-teaching duration; Investigations, on local Chinese citizens, led by the students provide real contexts of the Chinese language; the Performance stage and the Production stage can effectively detect and consolidate the communication skills students has obtained in class. Some deficiencies are also found:the uncontrollable preview stage gives cannot ensure the quality of the previewstudents, and makes classroom time somehow out of control. Improvement methods is to control the quantity and quality of the preview, and control the timing of classroom activities more strictly. Having been modified after, the students show better acceptance and higher communication skills.