Study On Class-Design Strategiesto Learning Motivations

With China’s growing international status and globalization of Chinese language, learning Chinese has become a fashion and pursuit worldwide, providing a career of Chinese teaching as a foreign language. As a volunteer teaching Chinese as a foreign language in South Korea, the author finds it is necessary to work out how t o fully preform the duty as a teacher and sum up skills and rules from teaching. By doing so the author wishes that it will be helpful to the teaching activity, achieving a win-win situation between the teacher and students. What’s more, it can also provide a case for the study of overseas Chinese teaching, promoting the development of Chi nese teaching as a foreign language. Before starting teaching, the teacher should consi der the learning motivations of students. On one hand, the same teaching content may be reflected in different forms due to the various learning motivations. On the other hand, even for students with the same learning motivation, the same teaching content may be reflected in different forms due to their levels in language competence. In Bo kseong High School, teaching objects can be divided into four groups:Karen high sch ool teachers, members of the Association of Chinese Learning, arts major students, an d science major students. During the teaching, the author finds that class-design strate gies vary from students to students. Therefore, taking these four groups as study objec ts, guided by relevant theories, the author finds out the learning motivations of them t hrough survey, observation. The author explores factors influencing the learning motiva tions under attribution theory. On the basis of hierarchy of needs, the author discusses the relation between class-design strategies and learning motivations, concluding:Clas s-design strategies should be based on learning motivations and in turn influence them. According to self-determination theory proposed by psychologists Edward L. Deci an d Richard M. Ryan, the learning motivations of the teaching objects can be divided as follows:internal motivation, external motivation, non-motivation and multi-motivation. Accordingly the class-design strategies should be:knowledge-oriented for internal mot ivation learner, skill-oriented for external motivation learner, emotion-oriented for non-motivation learner, and efficiency-oriented for multi-motivation learners. Considering th e content of syllabus, the features and needs of the teaching objects, the author propo ses some models on class sections, coverage, activities and methods dealing with emer gencies.The author focuses on three factors in this paper:practicality, putting teaching the ories into practice to improve efficiency; humanity, following the needs of students to promote happiness of language learning among students, and personality, providing spe cific lessons to different learners to achieve student-oriented teaching.