| Place names play an important role in the teaching of Chinese as a foreign language.Their frequency is high,and they are often active in all aspects of the life of overseas students on their birthdays.Understanding and mastering certain place names and the culture behind them is of great benefit to the study and life of overseas students.Therefore,it is of positive significance to integrate place name teaching into the teaching of Chinese as a foreign language.Taking Chengdu as an example,this paper will analyze and design the teaching of place names in Chengdu from the perspective of teaching Chinese as a foreign language.The first chapter introduces the reason and significance of the topic,the content and methods of the research,and analyzes the current situation of the research on place names and place names and culture,the research on the teaching of Chinese as a foreign language and culture,and the research on the teaching of place names in Chengdu.The second chapter analyzes the feasibility of place name teaching in Chengdu from the aspects of teaching objects and objective conditions.The third chapter analyzes the current General Curriculum for the Teaching of Chinese as a Foreign Language and the teaching materials,and finds that geographical names are the basic skills that international students should have throughout the General Curriculum for the Teaching of Chinese as a Foreign Language,but the importance of geographical names teaching is not reflected in the teaching materials for teaching Chinese as a foreign language at present.The fourth chapter takes Chengdu as an example.First,it formulates the selection scope and principles of the corpus,that is,it should select representative,contemporary and universal place names,and then analyzes the selected place names in terms of pronunciation,vocabulary and Chinese characters.Specifically,in terms of phonetics,we studied the number of syllables and the composition of flat and oblique tones,and found that the alternating of flat and oblique tones is the most common form of composition in Chengdu place names,so it is cadenced and catchy;In terms of vocabulary,the proportion and characteristics of parts of speech were studied.It was found that the proportion of nouns in place names was the largest,followed by verbs;Secondly,it focuses on the analysis of the structure and word-formation method of pictophonetic characters in Chinese characters.It is found that pictophonetic characters are the main word-formation method of Chinese characters in the selected place names,and reveals that Chinese characters have the characteristics of stability,transcendence of time and space,and abstraction;Finally,by analyzing the culture of Chengdu’s place names,we find that Chengdu has a long history and profound cultural heritage,and many names of place names are born out of historical allusions.From the analysis of the characteristics of things reflected by place names and cultural stratification,we find that Chengdu’s place names have strong Taoist color,rich culture of the Three Kingdoms,strong clan concept,and other characteristics.Finally,we summarize the advantages of integrating cultural factors into the teaching of Chengdu’s place names.The fifth chapter carries out the curriculum design of the teaching of Chengdu geographical names,starting from the compilation of teaching materials,theoretical support of curriculum design,course nature,teaching objectives,teaching principles,teaching methods,teaching content,class hour arrangement,and assessment methods.The teaching content is the focus of this chapter,which is divided into two parts: theoretical course and practical course.Among them,the theoretical course is composed of nine themes,including the overview of Chengdu place names,the rules of Chengdu place name word-formation,the classification of Chengdu place names,Chengdu place names and natural landscapes,Chengdu place names and historical religious beliefs,Chengdu place names and history,Chengdu place names and clan concepts,Chengdu place names and systems,Chengdu place names and military economy.The practical course consists of two parts: listening,communication,reading,writing skill training and field study tour.Because the teaching objects are foreign students who have been in Chengdu for more than two years and have a high level of Chinese,we mainly use the "task-driven teaching method" and "group discussion method",supplemented by the "teaching method" and "situational method",combined with audio,video,pictures,physical objects and other teaching methods,to teach in the way of classroom theory+field study.In terms of class time arrangement,this course has a total of 32 class hours,including12 class hours of theoretical teaching,16 class hours of classroom practice and 4 class hours of field study.The frequency of class will be set as the scientific frequency of 2 class hours a week.The sixth chapter is the demonstration of specific curriculum design cases,with the theme of "the word-formation rules of Chengdu place names" and "the classification of Chengdu place names".The teaching objective is to let students learn to observe,analyze,find and summarize the word-formation rules and classification principles of Chengdu place names through the study of "Chengdu place name word-formation rules" and "Chengdu place name classification".This thesis attempts to integrate common Chengdu place names in daily life into teaching Chinese as a foreign language.The author selects some representative Chengdu place names into the teaching material basement,analyzes the language elements such as pronunciation,vocabulary,and Chinese characters contained in Chengdu place names,and classifies Chengdu place names based on different cultural factors.In teaching Chinese as a foreign language,the author conducted a teaching design for "Chengdu Place Names",clarifying the teaching materials,course nature,teaching objectives,teaching principles,and teaching methods.Through two cases,the author demonstrated the classroom teaching organization of "Chengdu Place Names" in detail. |
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