Teaching Design Of Animal Words In Chinese As A Foreign Language Based On BOPPPS Model

The BOPPPS teaching model is a teaching model that advocates interactive teaching and reflection that has emerged in recent years,which is student-centered,emphasizes goal-oriented,and attaches importance to participatory learning under communication and interaction.In many areas such as higher education and vocational education,the feasibility of the BOPPPS model of teaching has been confirmed across many disciplines.In this study,we attempt to apply the BOPPS instructional mode to the teaching of animal words in Chinese as a foreign language,with the hope of providing new insights for Chinese word instruction.Vocabulary,as one of the "three elements of language",occupies a prominent position in the teaching of Chinese,these animal words,among which there are a large number of words related to animals,contain rich national cultural connotations,but also reflect their respective national psychology and national culture,with their everyday and cultural in vocabulary instruction holds a place,but these words for international students,has a great difficulty in learning.In this paper,we first collect and categorize relevant research literature.Based on this,the writer sorts out and expounds the developmental history,theoretical foundation and six links of the BOPPPS teaching mode.Then selects the distribution of animal words in HSK Examination Syllabus and the two sets of textbooks called Developing Chinese and HSK Standard Course,the writer selects the two animal words "gobble" and "brag" with the highest frequency as the instructional content.The questionnaire survey was used to analyze international students’ learning needs and mastery of animal words,and Chinese teachers were interviewed in order to understand their focus on animal words and the effectiveness of Chinese classrooms.The above theory and analysis of reality allow the instructional design of animal words to be completed.Lastly,based on the specific teaching practice process and student interviews,reflection on teaching is conducted,and relevant suggestions for applying the BOPPPS teaching mode to Chinese language teaching as a foreign language are offered.