| As a language teaching resource and tool,language landscape has gradually received more and more attention in the field of language teaching in recent years.For example,Shang Guowen(2017)took the lead in proposing the theory and possibility of language landscape as a resource and tool for second language teaching.At the same time,flipped classroom is also very popular in the field of teaching Chinese as a foreign language.Especially under the epidemic situation,the application of flipped classroom in online Chinese teaching has become the general trend.However,there are still few empirical studies on the application of language landscape as an auxiliary resource in the classroom with the flipped classroom model as the teaching model.Based on two aspects of literature retrieval,this paper attempts to combine the flipped classroom model with language landscape resources.In the early stage,we collected and analyzed the Chinese landscape corpus in Chiang Mai,Thailand.In the later stage,the flipped classroom teaching activities of the comprehensive Chinese course in the fourth grade of primary school were designed and implemented,and the teaching practice research was carried out.Teaching activities include pre-class teaching video independent learning and instant practice,in-class task-driven learning and project-based learning,and after-class feedback and evaluation links.The test scores and the classroom observation scale are mutually confirmed,and the effect of language landscape as a resource applied to students’ vocabulary and oral communication output under the flipped classroom mode is explored.Teaching practice proves that it is different from traditional teaching Compared with the learning effect under the flipped classroom mode,students’ vocabulary and dialogue communication output,knowledge internalization speed,contextual ability and language awareness have all improved in the flipped classroom mode. |
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