The Situational Use And Case Analysis In Compound Elementary Chinese Classes Of Thailand

Teaching Chinese as a second language is developing rapidly now.Chinese teaching overseas is indispensable part. But teachers in theteaching process, face with a complex and difficult problem: in theabsence of the target language environment, how to teach a foreignlanguage better. As a Hanban ordinary volunteer, I have taught Chinesefor one year in Thailand and have found that scenario plays a huge rolein the Chinese class. The current status of the domestic-related researchis that most studies pay attention to the Chinese teaching in the countryof the target language and English teaching. But Research on the Scenariouse in overseas Chinese class is still few. So I determine to study thistopic. I think that through the research on this topic, it is better toencourage people to pay more attention to Situational use in the overseasChinese class.This paper consists of three major parts: The first part includesresearch background and current situation, the relevant theoretical basisand the characteristics of the students. This part briefly introduces theresearch background and current situation of the scenario use of Chineseteaching, the basic concepts of scene, Situational Teaching andSituational use. Also pay attention to the scene of a natural link withthe language, realize constructivism, stimulus-response theory,comprehensible input Affective Filter Hypothesis and low impacthypothesis for the use of classroom situations. This section alsodescribes the specific circumstances related to Chinese language teachingin local schools.The second part, mainly explained the problems how to situationspecific fields of application, better use of scene, should pay attentionto. Situational Language Teaching Method mainly reflects in the following four aspects. The first, as a intermediate language, it can make thecommunication between the students and teachers better. The second, wecan consciously design the situational teaching for the teaching contents.The third, we can use the sudden scene of the classroom to conduct thepractice teaching. The fourth, it would be contribute to build a goodatmosphere in teacher and student. In the really classroom, the teacherwould build information gap consciously to excite students’ initiativeof guess; build really scene to help students understand and use language.If so, scene will be well used in classroom. In the scene of class, wewill pay attention to body language, students’ comprehension andacceptance, some problems about scene reappearance and correct. Theseproblems will be reflected in article.The third part, I will analyze and summary the scene using case witha complete primary Chinese teaching class. Through a large number ofdemonstrations, I think, in primary Chinese teaching, scene could beintermediate language to communicate, especially when teachers andstudents don’t have a common language to communicate. Application ofsituation would be widely used, because it has great important status inChinese class. But how to develop scene function, we still need excavatesomething deep, pay attention to some problems. The really condition is:scene application gets good results and students’ welcome in overseaselementary Chinese comprehensive courses. But behind the good effects,it still has some problems. Such as waste class time, add difficulty ofteachers’ prepare lessons, test teachers’ control class ability. Thisarticle should provide some useful information for scene application inoverseas Chinese class of non target language environment.