The Teaching Design Of Intensive Chinese Comprehensive Course With The Usage Of Japanese Positive Transfer

In recent years, China’s rapid economic development, the economic exchangesbetween China and the world have become increasingly frequent so using English asthe working language of business activities and all kinds of communication arebecoming increasingly actively. This trend makes the research based on the genericChinese and Chinese teaching mode which carries special purpose of professionaltendency to become an important task of international Chinese education.Teaching object of this article is the Japanese people who is about to accept ashort-term Chinese language training, During the process, the teacher keep Trying tomake students quickly accept the Chinese and overcome some of the fear, ultimatelycould get interested in this language, and when they return home, they will stillcontinue to learn the language. For a short-term language training the primaryproblem has to be solved is how to maximize the quantity and quality of learningoutcomes in the shortest time. But sometimes it is not as easy as to guarantee thequantity than the quality. For the task of teaching based on the teaching object hascertain needs, so the quantity has been determined, How to guarantee the maximumamount of knowledge students will remember is the instructional design key thistime. It must use the similarity between certain portions of two languages to help thestudents to remember, that is for what we called: positive transfer of language.This paper is divided into six parts, the first part will introduce the characteristicsof the object has been teaching instructional Instructional design background,significance, thinking and the characteristics of the object. The second sectiondescribes the theoretical basis for instructional design, about Japanese positivetransfer of Chinese theoretical knowledge, it is divided into: voice positive transfer,Chinese character positive transfer, grammar positive transfer, culture positive transfer;the third part analysis the Feature of the textbook and distribution of the teaching time.The fourth part is the contents of the instructional design, teaching design informationas well as specific lesson plan content; the fifth part is the final assessment ofinstructional design and final assessment report; the last part is a reflection of theinstructional design. This article of Positive transfer of Japanese to Chinese is not just confined to thetheoretical study, but be applied in the actual teaching, make full use of the Japaneseadvantage to learn Chinese, make learning outcomes express itself maximized in theshort term，make the student feel satisfaction and have a strong interest in learningChinese.