The Teaching Design Of Foreign Chinese Characters In The Preign Stage Based On The Theories Of "Learn Together,use Together"

Chinese characters have always been difficult for foreign students to learn,and they are also the focus of Chinese language teaching for teachers of Chinese as a foreign language.Based on the analysis of the foreign Chinese character teaching mode and the related theories of Chinese characters in the primary stage,this paper selects the typical Chinese characters in the first five courses of "LEARNNG CHINESE CHARACTERS FROM MS.ZHANG" as the teaching content from the principle of "learn together,use together".Using modern science and technology to create tasks,design a number of practice links,maximize the creation of context for students,the teaching design of Chinese characters,so that learners can achieve twice the learning results with half the effort.In addition to the introduction and conclusion,this paper is divided into four parts.The first part analyzes the relevant theories of Chinese characters teaching in TCFL,including the existing teaching models and principles of Chinese characters as well as the errors of foreign students in the primary stage,and the characteristics and cognitive characteristics of Chinese characters.Based on the analysis of the theory,this paper sets up a separate Chinese character course under the mode of "Chinese language division",and adheres to the principle of "recognition and writing separation,more recognition and less writing".Combined with the characteristics and cognitive law of Chinese characters,teaching methods are combined.The second part mainly introduces the principle of "learn together,use together",expounds the meaning and core idea of the principle of "learning to follow with the use",and puts forward the teaching method of constructing the rich context and designing the communicative task on the basis of the theory of "learn together,use together".That is,on the basis of considering the cognitive context of the teaching object,the teacher creates the physical context related to the teaching content so that the students can learn Chinese characters in the rich context,and in the process of teaching,they are student-centered.The interactive teaching method is used to stimulate learners’ communicative intention,to create a variety of teaching tasks,and to design a number of practice links,so that students can constantly consolidate the Chinese characters they have learned in practice.It also analyzes in detail the significance of the principle of "learn together,use together" in the teaching of foreign Chinese characters in the primary stage.The application of the principle of "learn together,use together" to the teaching of foreign Chinese characters in the primary stage solves the problem of lack of context in the mode of "Chinese language separation and development".It is beneficial for learners to fully understand and use Chinese characters from "form,sound and meaning",at the same time,it increases the interaction between teachers and students and teaching interest,and solves the boring problem of teaching under the separation of Chinese.In the third part,the typical Chinese characters in the first five classes of "LEARNNG CHINESE CHARACTERS FROM MS.ZHANG" are chosen as the teaching contents,and the class pattern of the review course is adopted,under the teaching mode of "the Chinese language is divided,the recognition and writing is divided".Use the principle of "learn together,use together" to design teaching plans.The fourth part is the classroom teaching practice achievement and reflection,through the teaching process,the teaching effect carries on the analysis,carries on the interview to the student,summarizes the classroom practice achievement and the insufficiency,provides the experience and the help for the future teaching.