Study On The Application Effect Of Receiving Strategy And Affective Development Strategy In Teaching Chinese For Children In Mongolia

As China and Mongolia are getting closer in the political,economic and cultural fields,Mongolian demand for Chinese is growing stronger.At present,the teaching scale of Chinese and the number of learners in Mongolia continue to expand,and Chinese has become the second foreign language in Mongolia after English.In addition to teaching Chinese in colleges and universities,middle and primary schools have also offered Chinese language courses.Chinese learners in primary and secondary schools have become the main force among Mongolian Chinese learners.Also,children under the sixth grade account for 40%of the total Chinese learners.Aiming at teaching Chinese for children in Mongolia,many studies are carried out from teaching materials,teaching methods and teaching theories.The research of this paper is based on how to choose proper teaching strategy for improving the quality of teaching Chinese for children.By setting up comparative experiments,this paper evaluates the effects of receiving strategies and affective development strategies in Chinese teaching for children in Mongolia.And also compares the differences between the two strategies,explores the reasons,and provides suggestions strategic choices for Chinese teaching of Mongolian children.In the specific research process,the principles and characteristics of receiving strategies and affective development strategies,as well as the tools for teaching effectiveness evaluation,are first collected through the literature.On this basis,the design of experimental samples,the design of control design,and the evaluation of teaching effectiveness evaluation criteria and tools were carried out.At the same time,the interference factors that may occur during the experiment are expected and the disposal plans are prepared.According to the experimental design,the experiment is carried out according to the basic process of classroom teaching.Contrast similarities and differences in implementation from five aspects:the orientation and description of teaching objectives,the selection and arrangement of teaching materials,classroom teaching,classroom activities and assignment classroom management.Through a semester's comparative experiment,the two teaching strategies are evaluated in terms of objective achievement and object satisfaction by various evaluation tools,and the causes are explored.Through the comparative experiment,it can be found that the two teaching strategies basically achieve the goal.but there are obvious differences between the different indicators of the objective.By analyzing the differences and causes of the two,we found:First of all,the two teaching strategies have their own strengths and different focuses in the specific teaching process.Secondly,in terms of Mongolian cultural traditions,contemporary national conditions and educational status,affective development strategy can attract more students to learn Chinese and cultivate students'interest in Chinese learning.Thirdly,in the long run,receiving strategy can enable students to master the systematic Chinese knowledge,cultivate students' good study habits and rigorous learning attitude,and cultivate high-quality Chinese talents.Fourthly,in the teaching of Mongolian Chinese,how to choose and implement strategies based on the teaching object,teaching stage and teaching objective is the emphasis.Finally,in view of the expansion of Mongolian Chinese teaching from scale expansion to quality improvement,the author believes that in the future,receiving strategy will be used in teaching Chinese for Mongolian.In this background,this study puts forward relevant suggestions from syllabus,Chinese textbooks and Chinese teachers.