Primary Research On Situated Teaching Method In Preliminary Chinese Class

From September of2013,I had been selected by Hanban of China to intern as a Chinese teacher at the Confucius Institute of Barcelona, Spain. At the beginning of my internship, I came across some difficulties due to my lack of proficiency in Spanish. In order to finish my Chinese lessons successfully, I have to discover the best teaching method to attain my teaching goals. According to my research and observation in class, the situated teaching method suits the situation there best. Hopefully, this thesis will inspire more teachers in Barcelona to explore the most suitable way to teach Chinese there.The thesis will come to an conclusion according to the theories and principles of the situated teaching method. The conclusion is based on the analysis of the interviews of the students, some cases taken from the classes and also the final test results.The whole thesis has been divided into6chapters.The first chapter is the introduction to the background of the research and to point out the research expectations and goals. This part will elaborate the basic theories of the situated teaching method. Apart from it, it will present the development of the situated teaching method briefly.The second chapter is to present the general description of the Chinese classes in the University of Barcelona, including the curriculum, the general arrangement and the textbook. After that the chapter will mainly analyze the applicability of the situated teaching method from the view of the teachers, students and the environment.Chapter three will focus on the principles when the situated teaching method is applied to a new lesson. Except that, it will classify the situations into5types which are the actual situation, the imitated situation, the expressive situation, the imaginative situation and the deductive situation. This part will elaborate the5types specifically with brief examples.Chapter four is the main part of the whole thesis. It will present cases taken from the preliminary Chinese class in University of Barcelona completely. After presenting the example, it will analyze the merits and the defects of each case.Chapter five is to analyze the gain and loss of the use of situated teaching method based on the interviews of the students and the final exam. It will be divided into two parts. The first part is to present the feedback of the eleven students after they took the Chinese lessons. The second part is to analyze the advantage and disadvantage of the situated teaching method based on the final exam which is similar to HSK.The last chapter is the conclusion of the thesis. It will conclude the right ways and proper time to apply the situated teaching method to the preliminary Chinese classes.