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18
院长论坛
DIRECTORS' FORUM
学术界面
交际能力培养与海外中小学
汉语课程教学设计
TRAINING OF COMMUNICATION SKILL
AND DESIGN OF CHINESE LANGUAGE
TEACHING AT OVERSEAS ELEMENTARY
AND SECONDARY SCHOOLS
WORLD OF ACADEMIA
朱志平 北京师范大学教授
Zhu Zhiping,
Professor of Beijing Normal University
ABSTRACT
Teaching Chinese as a second language focuses on
what to teach, how to teach and how to learn, which have
become the three starting points for language teachers
doing research on Chinese teaching. Considering the
requirements of Chinese language teaching overseas,
we derive six elements from the three starting points. On
the issue of what to teach, we concentrate on cultivating
comprehensive abilities in listening, speaking, reading and
writing. On the issue of how to teach, we add language
acquisition guidance for teenagers. On the issue of how
to teach, we add an element: design for basic Chinese
language teaching. In the six elements, teaching design is
key, because it can integrate the other five elements.
By comparing primary and secondary school language
teaching principles in the United States, Canada and
other countries, we find three general characters between
overseas Chinese teaching and Chinese teaching in China:
their students are both in primary stage; they both want
to foster basic communicative ability; they both pay atten-
tion to cultural comparison. On the basis of the foregoing
three characteristics, we propose our teaching design.
Our teaching design concept can be summarized into
three centers: when we choose teaching content, topic is
the center; when we choose the language material, sen-
tence pattern is the center; when we arrange our lessons,
activity is the center. Through continuous effort, topics can
be combined with the communication tasks and the com-
munication tasks can integrate the language features of
sentences. If we take sentence pattern as the focus, when
we process language material, we can include vocabulary
and Chinese characters as well as topics related to culture.
Focusing on activity is the core of our teaching design. We
take the two sentence patterns "what fruit do you like?"
and "I like ..." as examples to demonstrate how teaching
activities combine teaching content and language com-
munication ability.
孔子学院
总第17期
2011
11
月 第
6