Advanced Oral Chinese Class Based On The Theory Of Discourse Analysis Research Topic Discussion Mode

Advanced stage oral Chinese teaching is to train the students withhigh level expressing ability of Chinese language, but from the studentsoverall expression level, there are still many problems in spokenteaching at advanced stage, this paper will mainly discuss thediscussion teaching which is frequently used in the senior Chinese class,under the guidance of the discourse analysis theory, try to construct atopic teaching mode to help the students improve the expression levelof a segment. The paper is devided into six chapters.Chapter one is thepreface of the paper. It introduces the meaning of this paper, thestudies review of the theory of discourse analysis and discourseexpression,and also concludes a comprehensive analysis which isrelated to this thesis. It illstrates the basic theories, the analyzing methodthe source of the materials and the application prospect of thepaper.Chapter two is about the theory of discourse analysis andlanguage teaching. Firstly, it illustrate the topic discussion is theimportant mean in the Chinese expression training of the advancedstage, then from the three aspects: sentence coherence, compositionand arrangement of the discourse information and semanticconnection between sentences,it analyse the guidance of discourseanalysis theory to the discourse expression.Chapter three is about theconstruction of the topic discussion model. This chapter attempts toconstruct a topic teaching mode chich is based on the secondchapter, the mode concludes two aspects:structure and content, inthe structure aspect,it mainly proceed with the discourse organization,the semantic relationship between sentences and the sentencecohesion, aimed at training expression ability in grammar andvocabulary level;in the content aspect, according to the informationelements of the discourse analysis theory, it analyses the importance of each discourse information in Chinese, and explain the transfersequence of all kinds of information, to ensure the topic expressioncoherence from the content aspect. Then explain the specific trainingmethods.Chapter four is about the topic discussion teaching design.This chapter will select a specific teaching subject, designs andpractices a topic discussion model, in the course of the teaching designand teaching practice of the discussion mode,teaching should reflectthe characteristics of the model, after the teaching practice,analysesthe result and collect the feedback of the model, to investigate thevalidity and feasibility of the teaching mode.Chapter five is thesummary. We summarize our viewpoints.