| In order to improve the quality of Chinese character teaching,the author has read extensively on the subject and believes that "teaching spoken Chinese and Character separately" be used in the elementary Chinese teaching can help solve this problem.To verify this idea,this article conducted a teaching practice.However,due to existing conditions,it was not possible to fully implement the entire theoretical concept of "teaching spoken Chinese and Character separately".Through this teaching practice,some insights have been gained,but these insights are not yet mature and require further testing.In the first chapter,the research background,ideas,methods,and necessary explanations of this topic have been elaborated.Especially,the research background introduces the current research situation on "teaching spoken Chinese and character simultaneously," "teaching spoken Chinese and Character separately," and teaching model.Through the analysis of existing researches in these three areas,there are not many researches on teaching model in second language teaching,and researches on the teaching model of "teaching spoken Chinese and Character separately" are also limited.Moreover,researches on the teaching model of "teaching spoken Chinese and Character separately" mainly focus on theoretical research,with little practical research.Therefore,the teaching practice conducted in this paper inevitably has some problems due to the limited reference of teaching experience.In the second chapter,the author argues for the feasibility of the theory of "teaching spoken Chinese and Character separately" from three angles: the special nature of Chinese characters,the development process of "teaching spoken Chinese and Character separately" teaching practice,and the problems in current Chinese as a second language teaching.Firstly,Chinese characters have the characteristics of expressing meaning,complex structural forms,and no word segmentation,so Chinese character teaching should be given more attention.Secondly,the exploration history of the "teaching spoken Chinese and Character separately" teaching practice is not short,so continuing to study this theory has historical basis.Thirdly,there are problems that the mismatch between oral and written language abilities and the stereotype of "Chinese is difficult to learn" in current Chinese as a second language teaching,which the author believes is related to the current teaching methods and the lack of emphasis on the role of Pinyin.Therefore,it is believed that continuing to study the "teaching spoken Chinese and Character separately" theory can help solve these problems and improve the quality of Chinese character teaching.In the third chapter,the author elaborates on the hierarchical arrangement of ideal course design of "teaching spoken Chinese and Character separately" based on existing researches.And teaching designs have been used to articulate the specific class teaching of "teaching spoken Chinese and Character separately." This section covers topics such as course type,class type,time allocation,textbooks and workbooks,teaching evaluation,and teaching design,which providing a clearer understanding of how to carry out Chinese as a second language teaching under the theory of "teaching spoken Chinese and Character separately".By reading this chapter,readers will gain a clearer understanding of how to implement Chinese as a second language teaching under the theory of "teaching spoken Chinese and Character separately".In the fourth chapter,the article verifies the idea that gained from chapter three through teaching practice.The author conducted a teaching practice that based on "teaching spoken Chinese and Character separately" with a student from Yemen,but due to various factors,the teaching time was not sufficient.However,due to existing conditions,the teaching practice was ended at the teaching stage of parallel teaching of oral and Chinese character courses.In this chapter,the detailed description of the student’s Chinese learning situation was been descripted,that mainly focusing on two aspects: oral language and Chinese character learning.In addition,at the end of this chapter,the author briefly introduces the Chinese learning situation of the comparative analysis object of this teaching practice for the convenience of the teaching evaluation in the fifth chapter.In the fifth chapter,this teaching practice has been evaluated from three aspects:case study,interview,and performance test.The results suggest that this teaching practice achieved relatively good results,but also revealed many new problems that require further research.These new problems include two levels: macro and micro.At the macro level,the current teaching model of "teaching spoken Chinese and character simultaneously" may hinder the implementation of the "teaching spoken Chinese and Character separately" teaching practice.At the micro level,the teaching time and content of each stage in the "teaching spoken Chinese and Character separately" teaching practice are not yet clear,and there is a lack of standardized teaching guidelines.At the same time,the author’s own shortcomings and the limitations of objective conditions had a significant impact on the conclusions of this teaching practice.The final chapter summarizes that the theory of "teaching spoken Chinese and Character separately" has its unique role in the elementary Chinese teaching,but there are still many obstacles to carrying out it under existing conditions.In addition,the author summarizes some immature insights into a table for reference by researchers who need it. |
