The Investigation And Analysis Of The Before The Import In Teaching Chinese As A Foreign Language

The learning and mastering of language is a process of osmosis, pay attention to comprehensive grasp and application of four kinds of listening, speaking, reading and writing ability. It is different from relatively more rational, intuitive and calculation formula applied mathematics, physics, etc. Any course of study, effective development of any class, in order to achieve the best teaching effect, close cooperation is inseparable from the teachers and students. Teachers’ guidance and inspiration, students’ understanding and operation, complement each other. In order to meet the teachers and students work closely, good relationship between teachers and students and higher learning interest is indispensable. And import before class is to cultivate the relationship between teachers and students, the best way to stimulate interest in learning. Teachers before class in the import to select the appropriate import strategy before class, to mobilize students learning interests, the relationship between teachers and students of communication development, there are an unexpected effect.Import before class as an indispensable component of the teaching process, in the present stage of Chinese education teaching caused the education teaching researchers and a line of Chinese teachers’ attention enough, teachers in the classroom teaching Chinese as a foreign language is how to design and apply the imported before class, students agree to and accept the teachers design the import before class, how to improve the teaching effect of import before class. This paper will discuss these problems. Import as the first step in Chinese classroom teaching, object is grabbed at the beginning of the teacher in class teaching, the best time to focus its attention. Import design successful teaching can stimulate students’ curiosity, intellectual curiosity and interest in learning, create a good learning atmosphere, for the next teaching activities smoothly on the stage.Based on the above to import function and the importance of simple before class, the author in the about the Chinese language teaching after the import of relevant materials before class. In the form of a questionnaire survey for Chinese teachers and learners of Chinese language teaching of Chinese language’s understanding and attitudes towards import before class. At the same time through the analysis of questionnaire is summarized the current Chinese teaching class imported status quo, existing problems and puts forward suggestions and solutions. In order to contribute to the further standardization of Chinese as a foreign language classroom teaching and the improvement of the effect of classroom teaching.