Study On The Countermeasurse Of Students’ Individual Differences In Chinese Teaching

According to incomplete statistics, the number of foreigners learning Chineseworldwide has exceeded thirty million, opened Chinese language courses worldwideuniversity of not less than two thousand three hundred. However, in China increasinglyinternational, while the pace of development of Chinese language teaching outside but lagsbehind, both in the arrangement of teaching content or teaching methods set, they can notmeet the needs of today’s trends. Although some universities have to divide classes accordingto the students’ Chinese level basis and learning purposes, but high school students citizenshipclasses, motivation, ideas, there are still a variety of cultural backgrounds and otherdifferences. Limited Chinese teaching Chinese language teachers so that teachers in theclassroom teaching many individual factors must face different students to teach a singlecourse content, students learn the Chinese have their own learning needs and habits-that is"difficult to reach " phenomenon. How to choose the course content based on students’individual differences, adjusting teaching mode, maintaining motivation to learn abatement,all common problems faced by Chinese teachers.In this paper, Overseas Education College of Sichuan University students for the study ofChinese language, the students conduct research for a period of10weeks, and Chinesestudents for entry-level training course for teaching case studies. Through the individualdifferences of individual factors countermeasures analysis, summed up the whole classteaching model fit.There are five parts in my thesis:The first part of the thesis describes the background andsignificance.The second part of the theoretical research needs to be briefly described.The third part is the research and case studies. By individual differences in thecircumstances of individual classes to start by teaching practice, summed up the appropriateteaching strategies. Then combine various factors, the overall teaching strategies for specificclasses to explore.Part IV General Classroom Strategies derivation. By individual push and general, theindividual factors entirely different class of students is divided according to the number ofpeople carried out, then turn on the teaching model be explored in these classes are derived.The fifth part is a summary and reflection.