| In the overseas Chinese teaching,many teachers have encountered problems in the selection and use of teaching materials.Some teachers will completely teach with the content of the teaching materials,while some teachers will completely abandon the teaching materials and choose the teaching content by themselves.We Confucius classrooms in Madagascar small bird’s nest school engaged in teaching Chinese for one year work,adopt the standard of HSK tutorial 1 "the teaching material,also encountered in the process of teaching the use of the teaching material,but the above two methods would be appropriate,completely according to the teaching material,teaching is not conducive to make meaningful input and intelligible,teaching effect is not ideal,and completely out of the teaching material,choose the teaching content,the lack of scientific and systematic,the choice of the content is blind.Based on this,on the premise of fully summarizing the teaching practice,this study focuses on the teaching application of HSK standard course 1 in small bird’s nest school of Madagascar,and tries to summarize some patterns or rules of using teaching materials in Chinese teaching abroad.Paper draws on the communicative language teaching,task-based teaching theory and method,and the theory of language input,and offered to the students as the center,the topic type teaching,combining structure function of culture,culture to adapt to the four principles of application,combining with the teaching object and the local actual situation,using the supplement,delete,modify,simplify,restructuring and other methods of the "standard of HSK tutorial 1 content adaptation,appropriate adjustment of classroom teaching vocabulary,adapted dialogue design,increase the active task,etc.,make the teaching material and teaching can fit each other.According to the practice of teaching content adaptation and application,this paper puts forward the model of teaching material adaptation and application.First,the original teaching material should be fully respected.Second,scientific adaptation of language teaching and language acquisition theory;Thirdly,the training of Chinese language ability should be combined with the local context for localization and adaptation. |
