Exploration And Practice Of CLS Project Large Class Teaching Model

The Critical Language Scholarship Program of the US State Department has cooperated with the Northeast Normal University School of Humanities for several years and has achieved good teaching results.Investigating the reason,the CLS large class teaching played an important fundamental role in the project teaching.The author was fortunate enough to participate in the project teaching twice.I envision whether it is possible to transplant the CLS large class teaching mode to the comprehensive teaching of Chinese as a foreign language?With this question in mind,this article explores the theoretical basis of large class teaching,refines the teaching principles of large class,and sorts out the teaching process of large class.On this basis,the experimental objects are selected,the experimental path is determined,and the experimental design is carried out.Teaching experiment adopts qualitative research method,and collects and analyzes teaching experiment data through three dimensions:formative evaluation,summary evaluation and self diagnostic evaluation,Comparing the differences between large-class teaching and comprehensive skills-based teaching,the advantages and difficulties of large-class teaching are derived,and reference suggestions for domestic Chinese teaching in foreign countries are put forward,hoping to have some reference for domestic Chinese teaching in foreign languages.This thesis is divided into the following five parts:The first chapter is the introduction,which introduces the research background,purpose,and significance.Based on the analysis of previous studies,the author puts forward hypotheses,and introduces research methods to demonstrate hypotheses.The second chapter mainly discusses CLS large class teaching.Including the definition,theoretical basis,teaching goals,teaching principles and processes of large class teaching,providing detailed reference for the next step of teaching experiments.The third chapter is the design of teaching experiment.After clarifying the purpose of teaching experiments,select experimental subjects,adopt qualitative research methods,and determine three experimental paths for teaching experiment design.The fourth chapter is the implementation of teaching experiments.Taking the "experiment preparation stage experiment implementation process-experiment feedback stage" as the clue,the author records the entire teaching experiment process in detail,and finally collects teaching experiment data through three dimensions of formative evaluation,summary evaluation and self-diagnostic evaluation And analysis,draw experimental conclusions.Refine relevant suggestions applicable to comprehensive course teaching,and provide reference teaching methods for comprehensive course teaching.The concluding part points out the innovations and shortcomings of the thesis and the direction of future efforts.