Action Research On Collective Vocabulary Teaching In Primary Comprehensive Chinese As A Foreign Language

Recently,Teaching Chinese as a Foreign Language(TCFL)conducted a number of researches on Spring Festival instructional design,so increasing attentions are attached to Spring Festival teaching.Language is an important carrier of culture,and vocabulary is basic material that forms language.By interviews,the author finds that there are problems in Spring Festival vocabulary teaching,but few researchers are aimed at it.Therefore,in terms of Spring Festival words,the author tries to apply an action research of collective vocabulary teaching method,based on the theory of linguistics.The research takes the collective vocabulary teaching method as the research method,Spring Festival vocabulary "teaching" and "learning" as the research content,and teaching action design and execution as the research process.Through the four aspects of Spring Festival Vocabulary of " Discrimination and Analysis Ability","Analysis and Inference Ability","Word Formation Ability",and " Word Application Ability",there is a comparative analysis of the students’ Spring Festival vocabulary abilities,to verify and reflect on the effect of collective vocabulary teaching in the Spring Festival.In the meantime,the teacher put forward some new problem that should be sovled.This article is divided into five sections:The first section is introduction,including reasons for subject selection,objective and meaning of research,summary of research,path and method of research,as well as the innovation points of this thesis.The second section is teaching content and object,including overall condition of school,teacher and student status,teaching content and investigation process.This section states the criteria of Spring Festival vocabulary selection,which is to divide the vocabulary based on the framework of collective vocabulary teaching method.With Spring Festival vocabulary test and Spring Festival vocabulary teaching interview,the weak points of student’s current Spring Festival vocabulary competence and problems in vocabulary learning are identified.The third section is teaching action design and execution,including making action plan and executing teaching action.Taking the teaching of “Year” and self-designed teaching material Spring Festival as examples,this section shows the execution process of teaching action after identifying the teaching objective,teaching plan of Spring Festival vocabulary and designing teaching action plan accordingly.The forth section is result assessment and reflection of collective vocabulary teaching method applied to Spring Festival vocabulary.By comparison and analysis of Spring Festival vocabulary competence,survey analysis of collective vocabulary teaching effectiveness,and teaching reflection,this section identifies the feasibility of collective vocabulary teaching method applied to Spring Festival vocabulary,further discovers problems in Spring Festival vocabulary teaching and proposes solutions.The fifth section is a summary of teaching Spring Festival vocabulary by collective vocabulary teaching method.