Teaching Design Of International Chinese Listening And Speaking Course Based On Project-Based Learning

In recent years,the project-based learning(PBL)model has received significant attention in the field of second/foreign language teaching and has been proven to respond to the educational vision of cultivating "21st-century skills" talents.Therefore,based on previous theoretical analysis and background research,this study conducted a nine-week teaching practice in a Chinese listening and speaking class for high school seniors at a girls’ school in Thailand,clearly presenting the specific steps of teaching design based on the PBL model for international Chinese listening and speaking courses.Subsequently,through the analysis of formative evaluation,summative evaluation,and data collected from surveys and interviews,the effects of teaching design based on the PBL model were explored from three aspects: language knowledge application,language skill training,and high-order thinking ability.The study found that learners demonstrated high-quality language proficiency in the project,especially in terms of vocabulary and grammar,both of which showed high accuracy and richness.In terms of language skills,students showed excellent oral expression ability,with 90% of groups performing at a high level in various communicative tasks.In cultivating students’ high-order thinking ability,project-based learning can effectively respond to the educational vision of cultivating 21st-century talents.Most learners can demonstrate high levels of creative thinking,cooperative learning skills,problem-solving and communication skills,and a few learners can demonstrate critical thinking.This study explores the practical methods and effects of project-based learning in international Chinese listening and speaking courses,enriches the theoretical framework of international Chinese teaching,and provides useful theoretical references and practical guidance for international Chinese teachers.