Teaching Design Of Chinese Comprehensive Course In Thai Senior High School Based On BOPPPS Model

The author has been engaged in teaching Chinese as a foreign language in Thailand for ten months.Through practice,he found that Thai students generally have the characteristics of being active,unwilling to actively respond to the questions raised by teachers,and poor independent learning ability.The traditional teaching model is difficult to attract the attention of Thai students,and cannot achieve ideal teaching results.It is necessary to adopt targeted teaching methods according to the actual situation of students.As a new teaching mode,BOPPPS teaching mode includes six links: Bridge-in,Learning Objective,Pre-assessment,Participatory Learning,Post-assessment and Summary.It is closely linked in teaching and is widely used in teaching of various disciplines because of its strong operability and efficiency,It has high theoretical and practical value.This paper applies the BOPPPS teaching model to the teaching practice of Chinese comprehensive course in senior high school in Thailand,and through classroom observation,practice and interview,it deeply understands the teaching process of BOPPPS and the advantages of applying it to comprehensive course: it helps to improve students’ interest in the classroom;It is conducive to students’ clear learning objectives;Can urge students to prepare independently;It is conducive to more efficient interaction between teachers and students;It is helpful for teachers to adjust the teaching progress;It helps to improve teaching quality.According to the BOPPPS teaching model,this study has carried out teaching design for three different stages of high school courses,and found the advantages and disadvantages of the BOPPPS teaching model through concrete practice.Its advantages are that it can not only fully tap students’ extracurricular learning ability,improve students’ participation in the classroom,but also cultivate students’ teamwork ability and improve classroom teaching efficiency;But at the same time,there are also some shortcomings,such as increasing the burden of preparing lessons for teachers and the pressure of students’ extracurricular learning,higher requirements for teachers’ teaching flexibility and classroom control,and the lack of objectivity of their pre-and post-test and classroom teaching evaluation standards.In view of the deficiencies in the teaching design of Thailand’s primary Chinese comprehensive course under the BOPPPS teaching model,this paper puts forward some practical suggestions: first,introduce diversified teaching methods,second,reasonably set teaching objectives,third,gradually improve the difficulty coefficient of the pre-test,fourth,arrange multiple participatory teaching,and fifth,design the post-test content closely related to the teaching content and teaching objectives.It is hoped that this study can enrich the connotation of the BOPPPS teaching model,provide a new perspective for the innovative practice of the Chinese comprehensive course teaching model in senior high schools in Thailand,and promote the further development of educational and teaching practice.