Design And Application Of Reverse Teaching In Intermediate Reading Class Of Chinese As A Foreign Language

Reading teaching is a language skill course to promote students understanding of reading texts,cultivate their interest in reading and improve their reading level.It plays an important role in teaching Chinese as a foreign language.Intermediate reading course in international Chinese education(hereinafter referred to as "reading course")is the core course to improve students skills and cultivate their communicative competence.However,in the actual Chinese teaching process,teachers pay insufficient attention to reading class,and the teaching methods adopted and the teaching results achieved are not ideal.On the whole,there are some problems,such as emphasizing knowledge,neglecting skills,inactive classroom atmosphere,inadequate teaching evaluation,etc.which lead to low interest of international students in this class and poor acquisition results.According to the investigation,the above problems are related to the fact that most teachers follow the old teaching design and lack of innovation in teaching philosophy.The success of reverse instructional design in foreign language teaching can be used for reference and absorption in Chinese second language teaching.This paper demonstrates the applicability and advantages of reverse instructional design in Chinese reading class in theory,and then makes an investigation and analysis of reading class teaching through classroom observation and multiple empirical methods.On this basis,it explores the application of reverse instructional design in reading class teaching practice,and analyzes the effect through teaching experiments and feedback,so as to further improve and optimize the reverse instructional design in reading class.This study is divided into four parts:The first part is a survey of the current situation of reading class.Through the questionnaire to grasp the current teaching design of the reading class and the results of the analysis;The second part is the adaptability analysis of reverse instructional design and reading class.This part expounds the core characteristics of reverse instructional design,and grasps the meeting point between reverse instructional design and reading class,and discusses the feasibility of applying reverse instructional design to reading class;The third part is the design and implementation of reverse teaching in intermediate reading class.Combining topics of interest to international students to choose teaching content,set teaching objectives,complete the reverse teaching design;The fourth part is teaching feedback and effect analysis.In this paper,《 From Big to Small-Chinese Thinking Mode 》in 《Developing Chinese Intermediate Reading II 》is selected as a teaching case,and the teaching objectives and objects are analyzed.The core features of reverse instructional design,such as "beginning with the end" "student subjectivity" and "deep understanding",are highlighted,and diversified teaching methods adapted to reverse instructional design are adopted to strengthen students understanding and application of learning content and improve their reading ability.Through the evaluation and reflection of teaching practice,the optimization suggestions of reverse instructional design are put forward.It is found that the reverse instructional design has obvious effect in the application of intermediate reading class,especially in classroom activity,text understanding,communicative application and other aspects,which has greatly improved compared with the conventional instructional design,give a lot of enlightenment to Chinese reading class.At the same time,reverse instructional design puts forward more and higher requirements for teachers knowledge and the use of evaluation language,and teachers need to make more efforts and explorations in the aspects of instructional design innovation and teaching resources reserve.