Analysis Of The Cultural Questions Of The Chinese Bridge In The Past Five Years From The Perspective Of International Chinese Language Education

In the era of globalization,China needs the world,and the world needs China.Confucius Institutes have been established all over the world,and Chinese language has been incorporated into the national education system of more and more countries and regions,reflecting the world’s demand for cultural exchange.As a classic brand with strong appeal and influence,Chinese Bridge has made outstanding contributions to the overseas spread of Chinese culture for more than 20 years.In recent years,Chinese Bridge has paid more attention to presenting compelling Chinese stories and conveying Chinese spirit,and has integrated Chinese culture into the test questions of the competition.First,this paper takes the Chinese Bridge-Chinese Proficiency Competition for Foreign College Students,the Chinese Proficiency Competition for Foreign Secondary School Students,and the Chinese Show for Foreign Primary School Students in the past five years(2018-2022)as the object of study,firstly,it introduces the development of the contest,its theme and competition system,and grasps the factors influencing the test questions as a whole.In the last five years,758 cultural questions were selected from all the questions in the global final stage,and their quantity,form and content were quantitatively analyzed and specifically introduced,concluding that the cultural questions of Chinese Bridge are diverse and representative,basic and hierarchical,inherited and contemporary,open and communicative.Second,this paper analyzes the performance of the contestants based on the average correct rate of the questions and the specific questions.In terms of objective questions,the contestants performed better in the festival,non-verbal communication,food,philosophy,and economy test categories,and less well in the residence,travel,leisure,invention,and language and writing test categories,and there were a large number of questions with lower correct rates in the literature,language and culture,geography,and art test categories.For the non-objective questions,the contestants showed good linguistic and cultural literacy and awareness of cultural comparisons in the performance and subjective presentation questions,but made mistakes in the quiz questions.Synthesis the analysis of the two parts and the performance of the specific questions show that the problem of the contestants is the lack of accuracy of knowledge and the lack of mastery of connotative knowledge and language knowledge.Again,based on the analysis of the cultural questions and the performance of the contestants in Chinese Bridge,in Chapter 4,we will explore the principles of teaching culture,the selection criteria of cultural contents and the use of pedagogy,and give corresponding teaching inspirations in the light of the actual teaching situation.Specifically,insights in teaching principles include differentiating levels and progressing step by step,increasing contrast and promoting understanding,focusing on experience and integrating knowledge and practice.In culture teaching,teachers should select contents that are representative,practical,contemporary and interesting to students to develop students’ cultural understanding and cross-cultural communication skills.In terms of teaching methods,teachers can choose task-based teaching method,multi-modal teaching method and body-acting culture teaching method for culture teaching to improve the quality of culture teaching.In terms of the players’ performance in answering questions,teachers should summarize cultural knowledge in culture teaching in a timely manner,increase the explanation of connotative knowledge,unify language teaching and culture teaching,and improve students’ cultural literacy in a targeted manner.Finally,combined with the above revelations,this paper takes the plum culture as an example to carry out the teaching design of culture micro-lessons and provide concrete solutions for culture teaching.Throughout the whole research process,this paper always stands in the position of international Chinese language education and emphasizes on present compelling Chinese stories in culture teaching,in order to add bricks to international Chinese language education.