"unit" Under The Perspective Of Teaching Chinese As A Foreign Language Design

This thesis focuses on solution to the problems of Chinese character teaching in the elementary stage of Chinese learning, with respect to the character-based linguistic theories. The pedagogy of teaching Chinese as a Second Language (TCSL) is designed to settle the problems of Chinese character’s pronunciation, structure, further more the vocabulary and sentences. This article learns from character-based linguistic theories which put forward by Xu Tongqiang, Pan Wen-guo and Lu Chuan, three distinguishing Chinese linguists, and the pedagogy for Chinese language teaching proposed by Jol Bellassen, Zhang Pengpeng, Lu Bisong, Zhou Jian and Wang Jun. Also the philology theories, which put forword by Wang Ning, Fei Jinchang, and Cui Yonghua, used to analyze Chinese character’s structure and usage. Some cognitive theories are referened in this article too.In Chapter I, the background and methods of research are introdueced at first. Secondly, this chapter reviews the main points of character-based linguistic theories, and shows their spirites on the stage.In the second chapter, the nature of Chinese character should be recognized at first. And second, this chapter makes the status of character teaching clear in the TCSL’s structure through the analysis. Third, this paragraph lists some difficulties in character teaching and analyzes details of them in order to show the targets of solutions.The third chapter is the key part of this thesis. The design of pedagogy has been taken out in this part. First, main target of Chinese character teaching has been settled. Second, pre-design of character pedagogy is explained in this part. At last, the details research of pedagogy design including pronunciation, structure, vocabulary and basic sentence models are been showed from the view of theoretical.This thesis holds that in the pedagogy design it should go through the seperation of oral and written teaching way. The pedagogy should focus on oral and writing skill learning in the elementary stage. After that it should be the rapid literacy in Chinese stage. In these stages, teachers should pay attention to the role of the Chinese character and the combination-generation relationship of character, word, phrase and sentence. In the phonology stage it should emphasis on overall teaching, reducing Pin Yin using, dictation, checking dictionary frequently and staying as a system. In the character’s structure teaching stage, it should make sure that the writing skills would be tought first. During this stage, the Chinese character’s component teaching should be the main part of it. The structural ideology would be the methodology in this stage.In vocabulary teaching stage, it should stress the words’ network, crossing model of Chinese character and the combination-generation pattern of Chinese vocabulary. In the last stage of sentence teaching, the traditional grammer teaching would be reduded during this period. It should pay more attention to the training on communicate skills and use basical sentence patterns as the main tool for it step by step.