A Study Of Tprs Teaching Method In The Chinese Class

The research of this paper is based on the author’s two-year teaching experience in the Department of Chinese at the University of Sudan Karary,the first-year learner of the Chinese Department of Sudan Karary University,and the basic theory of the TPRS teaching method and studied in depth by case studies,classroom observations,and data analysis methods.The TPRS teaching method focuses on constructing meaning,constructing stories,and reading.It also pays attention to a large number of understandable inputs in teaching and pays attention to the interesting of teaching contents.It is in line with the learning needs of elementary Chinese learners for knowledge comprehensibility and is conducive to learning.Learners translate learning into acquisitions.This article starts from the theoretical basis of TPRS teaching method,introduces the teaching characteristics,teaching principles,teaching modes of TPRS teaching methods in classroom teaching,and the current status and characteristics of Chinese teaching in Sudan.Secondly,from the actual classroom teaching,the use of TPRS teaching method in classroom teaching is demonstrated.The recorded teaching video is used to display the classroom observation and record video content for statistical analysis.Finally,it summarizes and summarizes the positive impact of the TPRS approach on primary Chinese learners in the Chinese Department of Sudan Karary University,as well as its inspiration and reflection.Through the above analysis and research,the new path of TPRS teaching method in primary Chinese teaching is explored.