Teaching Chinese As A Foreign Comparative Analysis Of Domestic Colleges "immersion" In Chinese Teaching

Teaching Chinese as a foreign language, even after so many years of development, has not yet formed a mature system. The teachers of TCFL are still groping in the dark to sum up experience. Most of the existing teaching models come from the overseas theoretical and practical experience which cannot systematically and fully embodies the characteristics of teaching Chinese as a foreign language. At present, the domestic research about the models of TCFL is extremely limited. Enhancing the study of teaching models, comparing and analyzing the more successful cases of teaching experience, summarizing the effective Chinese teaching and learning models are of great significance to improving teaching efficiency.In this paper, based on the existing study of teaching Chinese as a foreign language, education, psychology and other related theories, with Shaanxi Normal University International School of Chinese language and Critical Language Scholarship Program as study projects, the author carefully described and analyzed education preparation teaching process and teaching evaluation in two teaching models, hoping to provide a referential model for teaching.This paper is divided into five main parts:The first chapter briefly describes the purpose and significance of the research in Chinese teaching and learning as well as the profile of related research concerning models for Chinese teaching and learning as a foreign language.The second chapter briefly describes the Chinese language program of studies in most colleges and universities today and universities and the "total immersion" Chinese program.In the third chapter, taking Shaanxi Normal University International School of Chinese Studies and Critical Language Scholarship as examples, analyzes the differences between Chinese language teaching in domestic colleges and universities and the "total immersion" Chinese program teaching models. Provided is an analysis of differences in teaching preparation, process, assessment, and methods based on these two different programs. The fourth chapter, through the above comparative analysis, summarizes how the programs at Chinese colleges and universities as well as the "total immersion" Chinese program can influence the field of TCFL.The fifth chapter is the conclusion.