Teaching Design Of We Live In A Crowd

With the enhancement of overall national strength and the improvement ofinternational status, the “Sino mania” is spread all over the world. More and moreforeigners prefer to “learn Chinese and come into China”.This paper is divided into six parts. First of all, the author illustrates thecurriculum model which are set up by the instruction departments and the teachinginstitutions of Chinese as a foreign language. And then the author analyses that thespoken Chinese class has a high place in the system in terms of teaching Chinese as aforeign language and that the excellent teaching design is the precondition ofimproving the teaching quality of spoken Chinese. And the author briefly states theresearch status of teaching design.The author makes a teaching design, based on the book <Short-Term SpokenChinese-Pre-Intermediate> which was published by Beijing Language and CultureUniversity press and edited by Ma Jianfei. And the Twelfth class <We Live in aCrowd> is chosen as the typical model by the author. Then the author discusses thefoundation of the theory, practice intention and expectation of this teaching design.The “Theme Teaching Mode” is carried out from start to the end in this teachingdesign, this kind of teaching mode focuses on the diversity of speech input under thereal communication so as to cultivate the students’ speech output capacities. In orderto make this teaching mode applied scientifically and effectively in teaching, theauthor illuminates “Six-T” methods in the teaching process. This mode fullyembodies the “student-centered” principle of the constructivism. The teacher shouldtalk less, but the students need to speak more. This teaching design would make thestudents acquired spoken Chinese firmly in the shortest time and improve the qualityof teaching design of spoken Chinese.Then the author analyzes the teaching material and the contents of this text fromthe guiding ideology of teaching, text selection, compilation style; and then the authorgoes on analyzing the teaching objects from the students’ basic studying information,language learning motivations and the utterance situation in the class; then the author keeps analyzing the type of this class from the training skills of spoken Chinese andthe input and output of language; finally, the author continues to analyze the effects ofthe usage of the multimedia teaching technology in spoken Chinese class.The difficulty in this paper lies in how to design the teaching process, includingthe display of specific teaching methods and the intention of the design. At first,according to the teaching content, the author sets up the teaching goal from thesethree aspects: cognitive, technical, the affective domains, the author makes a plan ofteaching hours and states the educational affiliations. Then, the author expounds thefocal points and teaching difficulties, and the teaching method about words, text, andpractice.According to the teaching situation and students’ responses, the author talksabout the advantage of the “Theme Teaching Mode” and does an in-depth teachingreflection which is from the explanation and practice of linguistic points, teacher’slanguage, writings on the blackboard, the usage of multimedia and the arrangement oftime. At last，the author calls on the innovation of the teaching methods of Chinese asa second language. There are still many shortcomings and deficiencies, the authorhopes this teaching design can be improved and upgraded in the future.