A Survey Of The Use Of Media Language By Teachers In Chinese Classes In Russian

As a part of the daily class of teaching Chinese as a foreign language,"media language" has been deeply concerned by scholars.The author is interested in the teaching of "media language" and the teaching of "no media language".During the teaching abroad,the auther has been trying to teach without media language and collecting Chinese teaching cases.This article is based on daily teaching and the questionnaire--Russian Confucius Institute/Confucius Classroom Russian-Chinese Proportion Survey,The author mainly focuses on the use of media language and the use of ideal media in the classroom for teachers at different levels of Chinese language,and Study on the proportion of teachers' media use and the proportion of ideal media usage in students of different levels of Chinese language.The author draws the following conclusion: the teacher's ideal media usage ratio is lower than the current media usage ratio;Most students' ideal media usage ratio is lower than the teacher's current media usage ratio;Some of the teachers and students believe that the state of teaching without media is ideal.At the same time,the author takes the classroom teaching of zero-basic Chinese as a case,and explores the feasibility of non-media language and common problems in teaching in zero-basic Chinese classroom.At the same time,it also discusses how to reduce the proportion of classroom media usage and realize the goal of "cultivating students' communicative competence in Chinese." The author believes that to reduce the proportion of classroom media usage,we should first correctly consider the role of media language in the "teacher-student relationship"-there is no necessary relationship between the two(Not exaggerating or rejecting).Teachers should pay more attention to their own process as the leader of the classroom:Whether the goal of classroom teaching is achieved,and whether the students' comprehensive Chinese skills are improved.Secondly,it is sufficient to ensure the quality of teachers' preparation,and to make pre-school predictions and after-school reflections.The third is to focus on guiding methods to help students overcome anxiety and fear,and establish a positive and good teacher-student interaction.The last is to improve the professionalism of teachers.Based on the particularity of the time limit and location of the overseas Chinese teacher group,Overseas Chinese teachers also require strict professional teacher standards,and strive to improve their individual teaching ability and practical research ability to provide guarantee for Chinese teaching.