Application Of Production-Oriented Approach In Comprehensive Course Of Elementary Chinese

The production-oriented method was originally proposed by Wen Qiufang team for students majoring in foreign languages in China,but at the same time,it also brought new ideas to international Chinese education,which is also a foreign language teaching.This method is mainly to overcome the shortcomings of " separation of learning and use" and improve learning efficiency.For this reason,the author tried to introduce the production-oriented method into the teaching of comprehensive Chinese as a foreign language,mainly to improve the oral language level of students,and then promote the improvement of the other three skills.In addition to the introduction and conclusion,this article is mainly divided into three parts:The first part is the initial teaching design through the research of production-oriented theory.In the course of the first teaching design,the author combined the theory and the teaching materials used,and analyzed the author to select the twelfth lesson "is a" pillow "but not a" needle "" as an example,and carried out a teaching design of 8 hours.The redesign basically followed the teaching process of driving,enabling and evaluating of the production-oriented method.In the driving part,the author uses video and creates scenes close to the student's life to arouse the interest and desire of students;then the production target is decomposed in the form of words-phrases-sentences-paragraphs-chapters,so that students can grasp each Prepare for the final production;the evaluation part is mainly for the teacher to give feedback on the problems encountered by the students in learning and production,so as to improve the accuracy of the production.In addition,students use the teacher-student and student-student evaluation sections to improve and build their own language framework.The second part is the collection and analysis of the oral test and related questionnaire data.Based on the first round of teaching design of the adapted "Industrious Chinese",the author collected and analyzed the test and questionnaire data,and concluded that the oral test showed that:(1)The students' oral performance has improved.(2)Among them,the improvement of middle and high level students is more significant.The questionnaire showed that:(1)The students showed a positive attitude towards the method as a whole,and thought that the methodcould improve their spoken English.(2)Through the study of this method,students focus more on the production expression.(3)However,students find that the intonation of speech is difficult for them.In addition,according to the actual teaching in the classroom and student feedback,there are some problems in the design:(1)The design does not pay enough attention to the pronunciation and intonation.(2)The exercises are not complete enough,and the topic selection is somewhat singular.(3)Some students are still not used to the new method,and the design of the structure is a bit unreasonable.The third part,based on the feedback from the students,the author reflects on and improves the initial teaching design.The author starts with "New Generation College English Comprehensive Teaching Materials 1" and students' classroom performance,and reflects and improves from the aspects of structure,speech construction and practice.Through the study of specific teaching practice,this article follows the specific steps and principles of the production-oriented approach to the teaching design of comprehensive Chinese courses for foreigners.In the process,it is obvious that the method is different.The final result shows that the production-oriented method is applicable and useful for elementary Chinese comprehensive courses.