Implementation Status And Revision Of Irish TY Chinese Syllabus Of UCC Confucius Institute

The TY Chinese Syllabus of Confucius Institute of University College Cork in Ireland(abbreviated as TY Syllabus 1.0)is a localized Chinese syllabus for the Transition Year(TY)in Irish secondary schools,which was independently designed by the Confucius Institute of University College Cork(CI UCC),Ireland.The outline was initially developed in May 2019 and started to be used in September.This article takes the implementation and follow-up of TY Outline 1.0 as the baseline and takes the actual needs of the CI UCC as guidance.It completes the survey designing and analysis of the implementation of TY Syllabus 1.0,and then explores the The TY Chinese Syllabus of Confucius Institute of University College Cork in Ireland(abbreviated as TY Syllabus 2.0 after revision).The main contents of this article are as following:Chapter 2 analyzes the survey of the implementation of TY Syllabus 1.0,finds there are some problems in it,such as insufficient functions,unclear teaching objectives and teaching tasks,lack of targeted and coherent teaching content and lack of teaching resources.The enlightenment of these issues to the revision of the outline is to improve the practicality of the outline,refine the teaching content,and enrich the teaching resources.Chapter 3 analyzes the feedback surveys of Irish TY management teachers and TY students on Chinese course,summarizes their suggestions of enriching teaching content,improving interactive teaching,increasing testing and evaluation,as well as providing teaching materials.The enlightenment of these issues to the revision of the outline is to enrich the content of the outline,switch teaching methods,and clarify the teaching content and handouts.Chapter 4 studies the inapplicability of the Common European Framework of Reference for Languages: Learning,Teaching and Evaluation(CEFA)in the teaching content and language proficiency level description to Irish Chinese teaching;studies the inapplicability of International Curriculum for Chinese Language Education(ICCLE)in teaching propositions and teaching concepts,language proficiency level description and test evaluation,clarifying the necessity of localized syllabus revision.At the same time,chapter 4 studies the applicability of CEFA in the framework structure,teaching propositions and teaching concepts such as "language diversification","action-oriented" and other,testing and evaluation to Irish Chinese teaching;studies the applicability of ICCLE in teaching examples and teaching activities and other aspects,absorbing the applicable content of the two to provide reference standards for revision of the outline.Chapter 5 revises the TY Syllabus 2.0:supplements the course description,refines the teaching objectives,teaching tasks and teaching content,adds assessment and evaluation and teaching resource package instructions.Summarizing the new features of the TY Syllabus 2.0,which is more localizing,scientific and practical.Finally it put forward three targeted suggestions for the problems that may arise in the implementation of TY Syllabus 2.0,that are to strengthen the interpretation of the syllabus,focus on the development of localized textbooks,and transform traditional teaching concepts.