Research On The Teaching Of Existing Sentences In International Chinese Education

In the concrete teaching of international Chinese education,the existence sentence is a frequent grammatical point and one of the special sentence patterns of Chinese.However,foreign students still have a large number of errors in the learning of existing sentences,which is worth the international Chinese education community to think deeply about how to find the corresponding solutions.At present,there are abundant achievements in the ontology research of existing sentences,but relatively few researches in teaching.Therefore,there is still much room for exploration in the teaching of existential sentences.Cognitive function teaching method is based on international Chinese teaching practice.It advocates teachers to provide "effective corpus" to guide students to recognize language points.This method is suitable for the teaching of Chinese as a second language.Therefore,this paper takes the "cognitive function teaching method" as the theoretical basis,and relies on the current learning situation of existing sentences in overseas study to carry out practical research on existing sentences teaching.In the introduction part,the significance of the topic,research background,research status,research methods and other basic parts are discussed.In the first chapter,it mainly combs the theory of cognitive function teaching method,clarifies its teaching objectives and principles,and provides specific principles for the following teaching practices.In the second chapter,based on the current teaching materials "Liberal Chinese" and "New Practical Chinese Textbook",the author analyzes the arrangement of the current representative teaching syllabi of international Chinese education and the teaching arrangement of existing sentences in the mainstream teaching materials,determines the teaching content and key and difficult points,and provides reference for the following teaching design.In the third chapter,based on previous studies on existing sentence bias,the author classifies the main existing sentence bias collected,and then analyzes the causes of the bias,so as to find corresponding teaching countermeasures of cognitive function teaching method for different bias causes.In the fourth chapter,the author takes "cognitive function teaching method" as the theoretical guidance,carries out the classification teaching design of existing sentences and hidden sentences in Chinese existing sentences,and carries out the teaching practice for the freshman Chinese learners in Laos Hanlan School of Management according to the teaching design of existing sentences.After the practice,according to the feedback of teachers and students,the author found that the cognitive function teaching method has a positive effect on grammar teaching in international Chinese education.The author applies the teaching design of existing sentences under the teaching concept of cognitive function into classroom practice,hoping to provide an authentic reference value for improving the grammar teaching of international Chinese education in the future.