The Analysis Of Chinese Classroom Teaching

With the development of the Teaching Chinese as a second language, the requirement for the Chinese teachers’ is also increasing. The teaching level of a teacher plays a crucial part on the quality of Chinese teaching. So there is a question that what kind of lesson can be called a good one. The answer involves the analysis of Chinese classroom teaching, which is the core of this study. The paper tries to implement analysis on one lesson of Chinese classroom teaching of students in Class3, Grade2from Bankhwao Wittayayon School in Chaiyaphum, Thailand. However, the aim of analysis is not to judge the teaching is good or bad, more importantly, the teacher should use the results of the analysis for feedback, adjustment and improvement of the teaching practice. The paper is subdivided into six parts. The first chapter introduces the background of the research, together with the domestic and foreign research status and existing research progress; and then introduces the purpose and significance of this study, and the contents and method of the research. The second part is the summary of is the analysis of the Chinese teaching. Firstly simply introduces the concept of class teaching evaluation and the requirement to teacher and students; then introduces the connotation and object of classroom teaching analysis; and then introduces the connotation of classroom teaching evaluation and the relation of classroom between analysis and classroom teaching evaluation; and finally designs the progress of the classroom teaching analysis. The third part is the preparation stage of classroom teaching analysis, including three parts-definition of the purpose and contents and standard of classroom teaching analysis. The fourth chapter is the information collection stage, setting the teaching of’Personal Pronoun+of to the students of Bankhwao Wittayayon School in Chaiyaphum, Thailand as an example, tries to describe a variety of behavior happening in the classroom in detail, from an objective and accurate angle, including three parts-introduction of the teaching background and the description of the teaching progress and the teaching effect realization. The fifth and the sixth chapter are the case study of this paper. The fifth and the sixth chapter are the case study of this paper. The fifth part is the analysis stage, choosing the Indicator System of Chinese Teaching as a Second Language mentioned by Chen. The indicator system contains eight evaluation contents, which are realization of teaching aims; convey of teaching contents; application of teaching method; arrangement of teaching links; organization of class room; master of teaching skills; assignment of homework and the effect of classroom. The last part of the paper is the full use of classroom teaching analysis’ result, including the teachers’ self-reflection and future’s adjustment and improvement actions.