Teaching Method Of Chinese Idioms

Idioms are an important part of Chinese words, the vast majority of themfrom classical texts and historical events, so understanding idioms often involvethe understanding of Chinese history and culture and a certain degree ofknowledge of the Chinese way of thinking. Learn to use the idiom is an importantstep to master Chinese and elegant style, and thus has been a senior idiom teachingforeign language vocabulary teaching need to focus on the project. Currentresearch focus is still idiom research and translation studies vocabulary ontology,less foreign language teaching research, worthy of further exploration.In this paper,"a Foreign Language undergraduate textbook series-ChineseCourse," the impact of the larger object idiom textbook analyzes learners producedduring bias, propose appropriate measures to improve teaching in order to improveforeign language teaching idioms level. Thesis is divided into five parts:The first part is an overview of the paper, firstly explains the reason andtopics related research papers, followed by a description of the idiom difficulty inteaching Chinese Foreign and Strategies.The second part of the "Chinese Course" in the selection and arrangementidioms teaching programs were analyzed. Found this textbook, idiom is in linewith the overall arrangements for foreign language teaching from less to more,from easy to difficult, progressive layers of teaching law, but there is some to bedesired. This book teaching projects, including voice teaching, teaching semantics,pragmatics teaching and after-school practice, can help teachers explain idioms.But the lack of teaching idioms structure, neither teaching formal structure, thereis no teaching grammatical structures.The third part is the use of the kit in the idiom of bias analysis. Idiom use biascan be divided into three categories:(1) do not understand the meaning of theidiom to replace the whole meaning morpheme meaning only understand thesurface meaning and ignore the extended meaning, just to understand the rationalsense and ignore the meaning of the idiom additional cause of semantic bias.(2) Due to the vague phrase written form, structure, stability and understanding inplace clear grammatical structure and function of the nature and cause of the idiomof bias.(3) Lack of understanding of biased language idiom applicationenvironment caused by use.The fourth part,"Chinese Course" in the idiom of bias made a series ofpedagogy. Semantically recommended, morpheme explain the law and speculatedCombination, metaphor, free translation, and compared to the previousmetaphors, idioms sources to make up for previous neglect talk figurativelydeficiencies. Paraphrase translation method is further broken down, but more thanthe literal translation method and is more suitable for translation teaching idioms,morpheme explain binding assay and reckoning, make up the single teachingdisadvantaged predecessors, but make up only explain the surface ignore thesignificance of the lack of extended meaning. Structurally, the form of thestructure recommended pedagogy, law and practice presentations Combination,error correction method and stressed the Combination, the game laws; ingrammatical structure analysis method and the proposed framework stresses theCombination, the students do not make up the whole grammar inadequateframework impression, formula syntax comparative law and foreign law in regardto previous teaching, it does not make up for the prevention of deficiencies ingrammar teaching methods. In pragmatics recommended performances law,writing law and cultural factors penetration method, performing method than theprevious method of setting the scene made easier for students to receive, not a drylanguage settings, but the initiative to students, let them vivid performances,writing law is set up their own scenarios, will help improve students’ proficiencyand cultural factors make up for the previous penetration method of thinking inChinese culture taught to ignore deficiencies.The fifth part of the experiment teaching of personnel to participate in theexperiment were grouped into the proposed use of the experimental group and theuse of teaching pedagogy predecessors comparison group, the teaching staff of two,and then test, test average score results were analyzed, the results found in the experimental group were higher than in the comparison group, demonstrate theeffectiveness of the proposed method of teaching idioms.