Study Of Non-presupposed Events In Central Asia Students’Chinese Classroom And Coping Strategies

This paper is based on theory of generative teaching. The Central AsianStudents’ Chinese classroom teaching process is seen as a dynamic, uncertain process.In the process of “teaching and learning”, it is often causing some non-presupposedevents.This paper references and draws on the research of other scholars at home andabroad, and through classroom observation, teacher interviews, student interviews, aswell as my own teaching practice to collect classroom events. And then classify thenon-presupposed events of Central Asian Students’ Chinese classroom by the causes:non-presupposed events cause by the non-teaching factors and non-presupposedevents cause by the teaching subjects.This article through the analysis of the two categories of non-presupposedevents, found that these events are in many cases can be transformed into a teachingresources with different teaching value. Although the first non-presupposed eventshave little relevance with classroom teaching, they are excellent teaching resourcesfor the early Chinese learners. The second non-presupposed events contain thesubjects of students and teachers. If a teacher is able to grasp the interests of thestudents and themselves, it will have a multiplier effect for the courses.The thesis analyzes these events from macro and micro aspects, and divided theclassroom teaching process into three stages and then puts forwards thecorresponding strategies: teachers of teaching wit reserve stage strategies; thestrategies in the class teaching, and the strategies of teachers’ self-examination afterclass. The second and the third stage are the very important stages of the course. Andtherefore the thesis made a detailed discussion of the two stages.