Action Research On Integrating Hierarchical Teaching Into Chinese Teaching For Children In International Schools

During my internship in the Children’s Department of a foreign children’s school in Shanghai,the author found that due to a lack of awareness of "teaching students according to their aptitude",there was a certain neglect of the learning needs of relatively small numbers of non Chinese speaking children,resulting in problems such as slow progress in Chinese,insufficient absorption of teaching content,and inability to communicate with children whose mother tongue is Chinese.This paper hopes to provide some solutions to the above problems through the relevant action research on integrating hierarchical teaching into the Chinese language teaching for young children in international schools,and at the same time draw a set of feasible hierarchical teaching design schemes to improve the quality of current Chinese language teaching for young children in international schools.In this article,the author summarizes a set of hierarchical teaching scheme design processes that can be referenced by Chinese language teachers in international schools through steps such as hierarchical teaching scheme design,action implementation,result analysis,reflection and feedback,and scheme improvement: 1.Teaching object layering: scientific teaching object layering(the author provides specific hierarchical testing tools and methods in the article),while leaving a certain observation period for dynamic adjustment,advocating implicit layering;2.Layered teaching content: The overall teaching content for young children should be close to daily life,while the teaching content for children with lower language proficiency should focus on vocabulary and sentence patterns,while the teaching content for children with higher language proficiency should focus on paragraph expression teaching,writing awareness cultivation,etc;3.Stratification of teaching objectives:The author summarizes the "language development goals for children aged 3-4" in combination with the "Learning and Development Guide for Children Aged 3-6",on which teachers can formulate corresponding hierarchical goals for children at all levels;4.Layering of teaching tasks: The common ways for children to tier their teaching tasks include grouping teaching,questioning,and so on.The teaching tasks for children at different levels should be different(common teaching tasks suitable for each level are given below);5.Teaching guidance stratification: Due to the learning characteristics of young children,teaching should not be limited to the classroom,and teaching guidance stratification should include two parts: in-class teaching guidance stratification and extracurricular teaching guidance stratification;Personalized hierarchical teaching: Develop personalized teaching strategies based on the learning characteristics,interests,and hobbies of non native Chinese children;Multi-level integration teaching activity arrangement: To promote communication among children with different mother tongue backgrounds,teachers should arrange more interactive and interesting activities that require language communication to facilitate integration.Finally,the author also summarizes several methods for evaluating the effectiveness of hierarchical teaching schemes,with a view to providing more feasibility for the implementation of hierarchical teaching schemes: 1.It can be divided into specific teaching tasks that need to be completed at each level by comparing teaching objectives and designs,and the teaching effect can be evaluated through the completion rate of children’s tasks at each level;2.Analyze children’s classroom language situation through teaching classroom records,including the number of Chinese output times,content,etc;3.Extracurricular observation records can be used to observe whether children have mastered the teaching content through extracurricular questioning,communication,and play;For children whose mother tongue is not Chinese,after teaching,children can be observed and evaluated according to the child language proficiency test table compiled in the article,and the effectiveness of the program can be judged by comparing it with the pre test results.