The Teaching Design Of Chinese As A Foreign Language Eiementary Comprehensive Course

As a common type of Chinese as a foreign language course,comprehensive lessons occupy an important place in the teaching of second language.In recent years,with the development of Chinese as a second language teaching,scholars and teachers at home and abroad have been exploring and researching the teaching of Chinese as a foreign language,and have gradually formed a variety of teaching models and teaching methods.This article is based on the research background of Thai public literary schools,36 students in the second class of the fifth grade of primary school,and the series of teaching materials published by the Chinese Language Institute of Jinan University in China,and the detailed teaching design of Chinatown,the eighth lesson of the fifth book,based on the principles of teaching design and the relevant research of the primary Chinese comprehensive lesson,and the behaviorist theory and cognitivist theory.The full text is divided into five chapters,the following being specific.Chapter 1,Introduction.The current status of Chinese language teaching in Thailand is analyzed,and the current status and problems of Chinese language teaching in Thailand are described,so as to illustrate the significance and importance of this research on teaching design.At the same time,the research on teaching design at home and abroad is analyzed,mainly including the research on Chinese as a foreign language and the research on teaching design of comprehensive lessons,and the more specific introduction of Chinese as a foreign language teaching mode is also given.Chapter 2,describes the theoretical foundations and principles of teaching that this instructional design follows.The theoretical aspects of teaching are mainly elaborated in terms of the behaviourist learning theory of psychology and the cognitivist learning theory.The principles of teaching and learning are discussed in four aspects: the principle of student-centeredness,the principle of communicative nature,the principle of structure-function-culture integration,and the principle of more intensive teaching.Chapter 3,The Chinatown Teaching Design Scheme.It mainly consists of both front-end analysis of instructional design and specific instructional implementation.The front-end analysis is mainly carried out from the three aspects of the teaching environment,the use of teaching materials and the target audience of the school where I teach,and also a detailed analysis of the school’s teaching activities,curriculum,teaching content and students’ Chinese language foundation and learning situation.At the same time,according to the constructivism of behaviorist learning theory and cognitivist learning theory,the teaching objectives,teaching content,teaching focus and difficulties,teaching methods,teaching aids,teaching time,teaching steps and lesson allocation,board books and summaries are designed for teaching.Chapter 4,Assessment and Reflection on Instructional Design.Through classroom teaching and feedback from students during the classroom,combined with teachers’ experience in teaching practice,reflect on the strengths and weaknesses of teaching design and draw lessons.