Teaching Design Of Online Elementary Oral Chinese Class Based On Production-oriented Approach

The Production-Oriented Approach is a theoretical and practical system of foreign language teaching proposed by Professor Wen Qiufang.It was created with the motive of solving the "separation of learning and use" in foreign language education and the rationale of psycholinguistics,sociolinguistics,and learners’ self-driven needs,and has been increasingly improved in the two-way interaction between theory and practice.The problem of "input-output separation" is also a common problem in elementary-level spoken Chinese classes,and it is exacerbated by the lack of interactivity and communicativeness in online teaching.To improve the teaching efficiency of online elementary speaking classes,this thesis attempts to introduce the Production-Oriented Approach into teaching to develop learners’ oral expression skills.This thesis takes the Production-Oriented Approach as the theoretical basis to guide the instructional design,and implements the concept and assumptions of the Production-Oriented Approach in the setting of teaching objectives,the design,and implementation of the teaching process,and shows a detailed and complete teaching process using the fourth unit of this teaching,"There are four members in my family",as an example.This thesis consists of four chapters.Chapter 1 introduces the background and the significance of the study,describes the theoretical basis of this thesis,reviews related researches on Production-Oriented Approach,and explains the research methods used in this paper.Chapter 2 presents a detailed analysis of the teaching object and other relevant elements of this teaching based on the instructional design analysis framework,argues for the applicability of the Production-Oriented Approach to elementary online speaking instruction,and sets the teaching objectives and production goals based on the teaching principles of the Production-Oriented Approach,followed by the adaptation of the teaching materials.Chapter 3 shows in detail the design of the motivating,enabling,and evaluating phases of the Production-Oriented Approach,and illustrates the concrete implementation steps of the teaching process with example lessons.Chapter 4 evaluates this teaching through teacher reflection and student interview results,and finally presents a summary of the advantages of the Production-Oriented Approach applied to the elementary online speaking class and the shortcomings of this teaching design,and proposes corresponding teaching suggestions based on personal practical experience.The study proves that under the guidance of the Production-Oriented Approach,teachers could stick to the teaching focus,select teaching content,and design teaching activities more precisely.The teaching effects are found to be in line with teachers’ expectations,indicating that the Production-Oriented Approach is feasible and highly applicable in online elementary oral classes.On the other hand,learners have a strong sense of participation and acquisition in the learning process,adapt well to the Production-Oriented Approach,demonstrate strong enthusiasm to cooperate in class,and have increased their learning autonomy.The positive response of learners make up for the lack of interaction in the online teaching environment,which is conducive to students’ learning ability and self-efficacy.It shows that the Production-Oriented Approach can motivate students,attract their attention,increase their speaking frequency,and ultimately strengthen their speaking competence and improve communication skills.When teachers apply the Production-Oriented Approach,they need to prepare thoroughly,carefully design scenarios,adapt input materials,and design production activities.To improve the driving effect,they can thoroughly investigate students’ professional backgrounds and pre-determine students’ identities when designing driving scenarios,pay attention to accumulating some real cases,and make reasonable adaptations when designing scenarios to enhance students’ recognition of the communicative value of the scenarios.They can adapt the evaluation links according to the teaching reality.Develop specific evaluation criteria,and teachers play a guiding role in helping students discover changes in the quality of their output and increase their sense of achievement.