ADDIE Model Based Blending Teaching Design Of Ancient Chinese For Foreign Students

Ancient Chinese is a reading skill training course for undergraduate students majoring in Chinese language above HSK level 5.It is one of the compulsory courses for third grade undergraduate students.The teaching objective of this course is to improve the classical Chinese reading level of foreign students,enable them to expand their vocabulary,preliminarily understand the syntactic structure of classical Chinese,and enable them to read the selected notes and understand the relatively simple Ancient Chinese works with the help of reference books.The traditional teaching mode is the main method for teachers to teach Ancient Chinese,and foreign students also have many problems in their study.In order to solve these problems,this paper takes the foreign students in the undergraduate class of level 18 Chinese Language major in the School of International Education of Dongbei University of Finance and Economics as the research object,Based on ADDIE Model,and takes the Rain Class as the teaching implementation platform to carry out a Blended Teaching design for the foreign students’ Ancient Chinese,in order to provide reference for the reform of the teaching method of Ancient Chinese for foreign students.ADDIE Model includes five links:Analysis,Design,Development,Implementation and Evaluation.The Blended teaching design of Ancient Chinese for foreign students is carried out on the basis of these five links.Therefore,This article altogether is divided six parts:The first chapter is introductory,which explains the research background,research significance,research status,research methods,core concepts and theoretical basis of this paper.The second chapter introduces the general situation of the course of Ancient Chinese for the Chinese Language Major,and makes a questionnaire survey on the teaching of Ancient Chinese for foreign students in the 18 grade undergraduate class of Chinese Language major in the School of International Education of Dongbei University of Finance and Economics.According to the survey results,teachers use the traditional teacher centered teaching mode when teaching Ancient Chinese.This paper puts forward the idea of Blended teaching design of Ancient Chinese for foreign students based on a certain platform,and analyzes its feasibility and necessity.Starting from teaching design,the third chapter puts forward three principles of Blended teaching design of Ancient Chinese for foreign students.Based on the ADDIE Model and the Rain Class as the teaching implementation platform,the overall design of Blended teaching of Ancient Chinese for foreign students is carried out.The fourth chapter takes the classical Chinese language point "Intentional usage" as an example to implement the Blended teaching design of Ancient Chinese for foreign students.According to the above overall teaching design idea,the Blended teaching of "Intentional usage" is divided into five links to complete,and each link is specifically described in the paper.Finally,the evaluation of the Blended teaching of "Intentional usage" verifies that the teaching design is feasible.The fifth chapter is teaching reflection and experience summary.This paper reflects on the Blended teaching design of Ancient Chinese for foreign students based on ADDIE Model,analyzes the advantages and disadvantages of this teaching design,and summarizes the experience.The sixth chapter is the conclusion,which summarizes the research of this paper and points out the innovation and deficiency.This paper holds that it is of practical value to apply Blended teaching to Ancient Chinese for foreign students based on ADDIE Model and Rain Classroom as teaching platform.The innovation of this paper is a new research perspective.It is a new teaching design attempt to apply ADDIE Model and Rain Classroom to the Blended teaching design and implementation of Ancient Chinese for foreign students.The deficiency of this paper is that there are few research objects.The investigation can not explain the authenticity of teaching problems and the effectiveness of teaching design results.