The Practice Of BOPPPS Teaching Mode In The Elementary Chinese Comprehensive Course

The position of Chinese comprehensive course in elementary Chinese teaching is very important.It not only has the largest amount of class hours,but also bears the most important teaching tasks.The elementary Chinese comprehensive course is to cultivate students’ comprehensive development of four language skills,and has comprehensive characteristics.At present,there are many teaching modes such as “study use” and “task-centered experience” in the teaching of elementary Chinese comprehensive courses,but no unified teaching mode.Therefore,the exploration of the teaching mode in primary Chinese course is the object of the Chinese teaching community.During my teaching at the Confucius Institute at Hasanuddin University in Indonesia,the author applied the BOPPPS teaching model to the teaching practice of the elementary Chinese comprehensive course.Taking 59 students from two parallel classes as the research object,analysis the effectiveness of BOPPPS teaching mode in improving students’ learning effect and developing students’ interest in learning Chinese.Through one semester practice,the final conclusion is that BOPPPS teaching mode can improve students’ learning effect,among which students’ speaking ability and listening ability are more significant,followed by reading ability,while students’ Chinese writing ability’s improving is not obvious.At the same time,through the questionnaire survey,it can be seen that the BOPPPS teaching mode can improve students’ interest in learning Chinese and the interest in learning Chinese listening,reading and speaking,but it is not very helpful to improve the interest in learning writing.