| In recent years,for various purposes such as traveling,studying,and working,the number of people in Mongolia who want to learn Chinese has continued to increase,and more and more Mongolian primary and secondary schools have also opened Chinese courses one after another.As the main course type of Mongolian Chinese teaching,comprehensive Chinese courses are facing brand-new challenges.After consulting the relevant literature,we found that there are not many studies on the elementary Chinese comprehensive courses in Mongolia,and there are fewer targeted teaching strategies.Therefore,relying on the Mongolian Mandarin middle school where I teach,and taking the primary Chinese comprehensive course of the school as the research object,the author comprehensively analyzes the teaching status of the primary Chinese comprehensive course of the school and the factors that affect the teaching strategy,and puts forward teaching suggestions based on the influencing factors.Finally,on the basis of previous research,combined with my own practical experience,an in-depth discussion on the teaching strategies applicable to the elementary comprehensive Chinese course of the school,in order to enrich the teaching research results of the elementary comprehensive Chinese course,and hope to be able to provide the elementary Chinese in Mongolia.Comprehensive course teaching provides some new ideas.The thesis first summarizes its domestic research status from three aspects:elementary comprehensive Chinese course teaching,comprehensive Chinese course teaching strategies in different countries,and Mongolian Chinese teaching,and expounds the theoretical basis of situational teaching method and cognitive method;secondly,through literature research,Questionnaire surveys,classroom observations,experience summaries,etc.,from the perspectives of schools,textbooks,teaching models and methods,teaching progress and performance assessment,and the use of teaching language and teaching aids to analyze and summarize the teaching status of the elementary Chinese comprehensive courses in Putonghua middle schools;Students,teachers,schools and countries analyze the influencing factors of the school's elementary comprehensive Chinese course teaching strategy.Among them,the students mainly analyze the students' Chinese proficiency,family situation,psychological characteristics and learning motivation;the teachers mainly analyze the teacher's nationality,educational background,language,teaching experience and methods;and then analyze the influencing factors of the school and the country.Finally,based on the influencing factors,it puts forward teaching suggestions such as multi-channel understanding of student information,more communication with parents,and suggestions for schools to set up a syllabus and teaching plan from both the teacher and the school.In the end,starting from the relevant theories,based on the results of the questionnaire survey and the analysis of influencing factors,this paper proposes specific and targeted teaching strategies that are in line with the comprehensive primary Chinese course in Mandarin middle school from three aspects: classroom organization and management,classroom activities,and classroom teaching.For example,classroom organization and management should establish and strengthen the awareness of rules,establish a competition mechanism,and combine rewards and punishments;the design and implementation of classroom activities should be based on theories,and the demonstration law should show the rules of activities;the introduction of new courses in classroom teaching should be based on students' reality and in various forms.Use "formulas" to demonstrate grammar without using too much terminology. |
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