A Proposal For Teaching Intermediate Chinese Integrated Course For International Students At Northwest Normal University

Foreign Chinese intermediate comprehensive course is designed for intermediate level learners improve learning offers comprehensive Chinese level courses, to "development" series of Chinese textbooks as an example, the intermediate stage of comprehensive course is divided into "intermediate" I "," II intermediate. At present, the domestic institutions of higher learning in teaching Chinese as a foreign language is widely used in integrated course is the core, then by listening, say, read, write the ability class teaching mode. As a main course of this stage of learning, comprehensive course has more class, course content is dense, the training of language skills comprehensive features. Comprehensive course should take responsibility of the two aspects of language knowledge teaching and the teaching of cultural knowledge, but also bears a comprehensive training and improving students’ listening to, say, read, writing skills training mission, is the embodiment of achieving the overall goal of language teaching. In this paper the author comprehensive practice class teaching experience, discuss the Chinese intermediate level study problems in teaching and comprehensive solutions, and to the training of reading and writing training, the whole teaching course is presented, through the practice and discussion of intermediate Chinese learning, comprehensive proposal teaching is put forward, and hope these suggestions can provide useful reference for the teaching of Chinese international education.The full text is divided into six parts, the introduction part is mainly about the research of the problem, according to the theory, the research purpose and research method, the main part of the thesis includes the intermediate stage, how to help students to extend the reading teaching practice, course content and the combination of traditional culture; the comprehensive class writing teaching advice and suggestions; affective factors and learning effect of students; finally, a comprehensive course specific teaching design. Classroom process described in this paper are the author’s teaching experience as a foundation, through the teaching practice and the results are the theoretical basis, teaching suggestions, or explain to the selected mode of operation at the same time show.