Design On Task-based Teaching Activities For Advanced Oral Chinese Class

"Chinese fever" is originally brought about by the rapid development of China’s economy; well, the long-term solution to promote the sustainable development of this upsurge is to improve teaching quality. As an international Chinese language educator, the rising trend of " Chinese fever" is both an opportunity, and a challenge. It is the fact that, in the face of Chinese fever", inadequate preparation has occurred to us in some respects. As professor Zhang Weijia said, the following four aspects should be improved in our work in the future:slightly insufficient propaganda on Sinology and Chinese, enhancement on the quality of teachers at home and abroad, deepening and expanding of research based on the Chinese language and teaching theory, strengthening on teaching material construction. The author with the same idea, hope that through this design, not only advanced oral Chinese teaching could be enriched, but also methods of teaching Chinese as a foreign language could be improved.The theoretical basis of this paper is task-based teaching. The teaching plans in the paper are designed based on the events of the Chinese Bridge Competition, to be a teaching material for advanced oral Chinese class. This paper first describes the development of task-based teaching and research status, including the definition, types and principles. Then elaborated the feasibility on compiling the contents of the Chinese Bridge Competition, in which outlines the objectives and principles of oral Chinese teaching, the concept of task-based oral Chinese class, analyzes the characteristics of both the students and the competition. The following chapter targets on made the design of teaching program. Our design consists such three categories as daily life, marriage, family and candidate recruitment, which covers the investigation on language ability of information expression, scenario presentation and interpersonal dialogue. The forth chapter shows reflection on the entire thesis, putting forward the idea of opening an activity course, and envisaging the task-based textbook for advanced oral activity classes. Finally, holding that there is no perfect teaching method, the author express that only practice can promote the development of teaching, and ultimately benefit students. This is also the original intention of this article, and the reason for selecting Chinese Bridge Competition as the content of teaching program. We are not seeking the perfect teaching methods for solving all problems, but for a way truly arousing student’s enthusiasm and participatory, aiming at effectively improving their communicative competence.