The Exploration Of Chinese Reading Teac Hing Model Of Foreign Students’ Preparato Ry Class

The foreign students’ preparatory Chinese reading education has always been an important part of teaching Chinese as a second language. The research for the reading education model of teaching Chinese as a second language has been focused on for quite some time and has got some progress. But there are still shortages being left. This thesis is based on the research of education model. And the author will combine reading and writing into it to do an integrative teaching procedure to looking forward to solving the problems occurring in the progress of the preparatory reading education and proposing the efficient reading-writing combined education model which is fit for the preparatory reading education. And this education model is proved to be feasible and scientific by the practice. When the reading-writing combined education model is to be implemented, there are something need to be paid attention to:Firstly, the roles of the teacher and the student should be adjusted in the progress of this education model. The traditional teaching model with the teacher being in control of the class is broken. It will limit the passion of students taking part in the class if the students are asked to do what exactly the teacher tells them. And in this way the students will never enjoy the process of learning Chinese.Once the foreign students realize this process is too formalized and lacks the chance to express their thoughts, it will be difficult to motivate them.As a designer,organizer and participator of the class, the teacher needs to stimulate students to take part in the class and organize students in different ways and leave the class to students in order to be beneficial to their long time study of language.Secondly, simply teaching grammar, vocabulary and text is not applied in the class. Task-oriented teaching should be applied to let students apperceive and learn the language by using it, to make them express their ideas with the words and grammar they learned in the class.Thirdly, to make students understand the grammar, grasp the meaning of the vocabulary and figure out the right position of the lexicon in the sentence is just a small part of teaching. What is more important is to train their ability of utilizing language. First they can fulfill the task for the class, in the mean time; they can improve their abilities of listening, speaking, reading and writing. Students need to realize that the language is used to communicate instead of just passing HSK.Last but not least, the evaluation of preparatory teaching should cover more aspects instead of just seeking for the improvement of scores. Moreover, the abilities of students should get improvement from all aspects instead of doing well in listening and speaking but not so well in reading and writing.This thesis will apply the reading-writing combined education model to the process of teaching Chinese as a second language and assess the effect of this education model by observing students’ performance in class, students’ improvement and tests, and also by the teacher’ profound consideration. It is a try to solve the problems existing in the traditional teaching model.The reading-writing combined education model is improved for it can not only improve the learning efficiencies and initiatives of the students but also provide an active study atmosphere to promote the communication of students.