"i Came To China More Than Two Months" Teaching Design

Teaching of Chinese as a foreign language is not only one type of education,but an essential education function.However, the big question remains: how shouldChinese as foreign language education should be properly designed?Educationalsystem planning is referred to as Instructional Design (ID), also known asInstructional Systems Design (ISD).A well-designed educational system resembles awell-translated script.Only when a movie is logically translated and appropriatelydubbed will it have the potential to captivate an audience. This is the same for thestudents of an education system.The goal of educational design is optimization andcontinuous improvement towards efficiency.Apart from being the “source” ofclassroom education, it is also an absolute necessity, and requires a batch ofinstructors that possess the knowledge to deduce and conclude in a logical manner, aswell interpret ideas with from creative and innovative standpoint.Educationalplanning is also the foundation for classroom teaching, and the newly-formedperception towards teaching materials.In order for an educational system tocorrespond with students’ understanding capability and to satisfy their language needs,educators should turn to their teaching content, and incorporate it with their individualideas and opinions. With reference to educational theory, they must outline and sortout their teaching material for organization, processing, constructing, and if necessary,reforming, to obtain the most suitable method of catering to students’ individuallanguage levels and communication needs.In this sense, this is employing foreignlanguage teaching theory as a basis to analyze the contents, targets, strategies,requirements, and media channels of educational process. In this way, in considerationfor students’ diverse language levels, a truly feasible and effective educationalprogram be proposes.In the1980s, Lv Bisong became the distinguished founder ofthis up-and-coming branch of study known as Chinese as foreign language,advocating the four sectors of this education system, including: compilation ofteaching material, all-round organizational design, classroom courses, and languagelevel testing. Together, his work shaped the widely-recognized “Chinese as second language” system.These four sectors outlined by Lu are essentially the various phasesof instructional design.In the practice of Chinese as second-language, and especially in beginnerstudents’ integrated courses, an educator’s job is diverse and complex.An educator isfaced with several considerable issues. This includes arranging courses and organizingteaching materials and resources, encouraging enthusiasm towards language learning,and managing lesson time to incorporate vocabulary, phrases, sentencing, grammar,and cultural understanding.This thesis explores the current situation of the educationalsystem of Chinese as foreign language, investigates related issues of instructionaldevelopment, and utilizes I Have Been in China for More Than Two Months as anreference for examining the systemization of this domain of language study.This thesis is divided into four sections, including:Part1introduces the background for the content of examination, and organizesand investigates the related documents. This section also analyzes the current state ofthe Chinese as foreign language educational system through logical investigation,raising the authors own innovative ideas towards this function.Part2touches upon I Have Been in China for More Than Two Months and itseducational structure analysis. This section emphasizes nine areas organizationalconcepts and methods, including: educational materials analysis, course designanalysis, instructional target analysis, content analysis, teaching objectives, complexand vital issues, teaching methods, time management, and employment of educationaltools.Part3makes up the main section of this thesis, namely the detailed analysis ofI Have Been in China for More Than Two Months. This section revolves aroundteaching content, behavior and conduct, the effectiveness and results of education,thorough design of education links, and large-scale meeting of students’ actualcapability and learning habit. This segment details the aspects of the imparting ofknowledge, choice of teaching methods and lesson plan, and ensuring that the systemfor Chinese as foreign language obtains the most effective results.Part4provides the conclusion, summarizing and arranging the useful and fictional points of this thesis. This section also points out the inevitably inadequateareas of certain arguments. It is with hope that, through deeper understanding andthrough related research, greater progress will be obtained, and further advancementwill result from these studies.