Comparative Study Of Three Kinds Of Commonly Used Teaching Method In Chinese Classes And Chinese As A Foreign Language

As the language of Chinese being more and more popular, the career of Chinese teaching as a second language has stepped into the period of rising prosperity. In the language study field, teaching Chinese as a second language, a rising subject, has grown up gradually, and has achieved many research achievements. But, as a new subject, it has many deficiencies. By contrast, teaching Chinese has a long history, enriched by lots of teaching methods. Although both of them have big differences, they have similarities as they are the branches of Chinese teaching. This article try to compare three kinds of language teaching methods which are commonly used in teaching Chinese and teaching Chinese as a second language, then find out their similarities and differences, which can be used to improve the teaching methods in teaching Chinese as a second language.This article is based on real class teaching. It studies Chinese class teaching processes selected from primary school and teaching Chinese as a second language junior. It aims to find out the similarities and differences among the three common used teaching methods by comparative analysis. And find out the causes which make those differences. Give some suggestions for teaching Chinese as a second language to enhance the quality of teaching.This article of first chapter mainly deals with the selected topic significance、research status、research scope、research methods and the innovation of this article. The second and third chapter analyzed the role、implement and widely used model of three common used teaching methods among the Chinese classes and teaching Chinese as a second language. The fourth chapter compared analysis based on the analysis of the cases and discussed the causes of differences. As for the same, reading method in two classes can improve students’ speech ability and cultivate students’ language sense, questioning method can inspire students to think and guide students to understand the knowledge,situational method is to create specific scenarios and immersive atmosphere. For differences, reading of teaching Chinese class emphasizes the understanding of the thoughts, reading of teaching Chinese as a second language class focus on the ability of Chinese voice;questioning method of teaching Chinese class focus on the cultivation of students’ thinking ability, questions of teaching Chinese as a second language class focus on understanding of the knowledge content; Creating the situation in teaching Chinese class focus on stimulating students’ emotional experience, in order to resonate with students and text, so as to guide students to understand the thoughts of the article, creating the situation of teaching Chinese as a second language class is to help students understand the learned knowledge and The concrete application of knowledge of language environment.Three kinds of teaching methods used in the two courses will produce different effects. The reasons are as follows: teaching objects have different language abilities, they have different needs and thinking level in learning language, teaching aims and task are also different. Some concrete improving suggestions for teaching Chinese as a foreign language are put forward in chapter five. Reading method should focus on standard reading, questioning method should pay attention to guide students to understand the knowledge, situational method should focus on the creation of the actual situation that are close to the students. The sixth chapter is conclusion. It summarizes the research questions in this paper and gives the direction of further research in the future based on the deficiencies of this thesis.