Research On The Chinese Pinyin Teaching Problems And Coping Strategies Of The Bhamo Buddhist School In Myanmar

Myanmar and China are friendly neighbors linked by mountains and rivers.Since ancient times,the people of the two countries have been commensurate with the "brothers".The city of Bhamo in Kachin State in northern Myanmar is geographically close to Yunnan Province,China,and lives more than 500 households that whose ancestral homes are Chinese in Yunnan,Fujian,Guangdong and other places.The economic and cultural aspects are deeply influenced by China.Therefore,the region pays more attention to Chinese.The Bhamo Buddhist School is a Chinese-funded local fundraising school.During the teaching in this school,I found that the school's Chinese pinyin teaching has the following problems: 1.Although the students of the whole school are mostly Chinese students,their spoken Chinese expression ability is very strong,but the situation of Chinese pinyin is not good,especially in the flat squeaky sounds,the front and back nasal sounds,and the two or three sounds of the tone are difficult for them to learn,and many students can't distinguish them.2,the pinyin class of preschool class,the teaching methods used by teachers in class are too single,lacking interesting.This paper takes questionnaires,teacher interviews,classroom observations and other forms to investigate and analyze the Chinese pinyin teaching in Bhamo Buddhist School,find out the problems in pinyin teaching and analyze the reasons,and finally propose corresponding solutions.I hope to promote Chinese teaching in Bhamo Buddhist School through this study.This paper is divided into four chapters.The first chapter is the introduction,including the research background,related research summary,research methods and research objectives.The second chapter is the theoretical basis of Pinyin teaching in Chinese as a foreign language,including the introduction of <Chinese Pinyin Program> and the significance of Pinyin teaching in teaching Chinese as a foreignlanguage.The third chapter is the focus of the article.It points out the problems existing in the teaching of pinyin and analyzes the reasons,including the difficulty in solving the problem of students' pinyin learning and the fact that the teaching methods of Pinyin in preschool are too single.The fourth chapter is the response strategy proposed in the third chapter and the suggestions on the school's pinyin class.