Teaching Design Of One-to-One Elementary Speaking Classes Based On Situational Approach

Since the 21st century,the number of people coming to China for work and study has been increasing year by year as China’s international status rises.Considering the constraints of time and location,most of the people who come to work in China and their families choose the one-to-one teaching mode to study.This paper is based on theories related to situational teaching method,combined with my own teaching practice to design teaching,based on previous views and my own experience during the internship,to try to find a more suitable teaching design method for one-to-one spoken Chinese beginners for adults,and to provide some reference for other teachers of Chinese as a foreign language.The paper is divided into the following parts: in the introductory part,the author explains the reason for choosing the topic and the significance of the research,introduces the research content and the research method,composes the relevant research on the situational teaching method,and analyzes the teaching status of the situational teaching method applied to one-to-one speaking class.The first chapter introduces an overview of the Situational Approach,an overview of teaching one-to-one elementary speaking as well as the theoretical basis of the Situational Approach and an analysis of the applicability of the Situational Approach to teaching one-to-one elementary speaking.Chapter 2 is an analysis of the instructional design of a one-on-one elementary speaking class under the situational approach and two teaching cases based on the situational approach,using different types of situational approaches to different language points and clarifying the design intentions.Chapter 3 focuses on evaluating and reflecting on the instructional design,summarizing the empirical teaching,improving the teaching through students’ feedback as well as the real content presented in the classroom,and realizing the optimization of teaching.Chapter 4 is to make recommendations for one-to-one teaching.The last part is the conclusion,which summarizes the research results of this paper and also reflects on the shortcomings of the study.The implementation and observation of the teaching showed that the teaching design based on the situational approach effectively improved the teaching quality,classroom atmosphere,and students’ Chinese language proficiency in the elementary one-on-one spoken Chinese class.The teaching design has application value and practical significance in the junior Chinese one-on-one speaking class.