The Teaching Design Of Intermediate Comprehensive Chinese Teaching Based On Multi-interaction Mode

The intermediate stage of teaching Chinese as a foreign language is the expanded and developmental stage to the foundation stage and the key period of transition to the advanced stage.Comprehensive course is the focus of this stage.It emphasizes the comprehensive training of students in the three areas of cognition,skills and emotion,which is the core of each special skill course.However,the research on comprehensive courses is mainly concentrated on the primary stage,while the relevant research on comprehensive courses in the intermediate stage is relatively less.The multi-interaction mode is a new model that emphasizes studentcenteredness and the cultivation of students’ independent learning.There are many research works on the multi-interaction mode in China,most of which are related research in the field of foreign language teaching,and the introduction of multi-interaction theory into the teaching of Chinese as a foreign language is equally important.In order to improve the teaching quality of Chinese intermediate comprehensive courses and solve the problems in the current teaching,this thesis combines a multi-interactive mode with the intermediate Chinese as a foreign language comprehensive course,designs a specific teaching design based on personal teaching experience,discusses how to apply the theory to guide the teaching of intermediate comprehensive course of Chinese as a foreign language,and analyzes the advantages and disadvantages of the application of multi-interaction mode in the intermediate comprehensive course,and puts forward some corresponding suggestions based on the evaluation and reflection of specific teaching practice,hoping to play a role in the research in this field and enrich the existing theoretical research to a certain extent.This thesis is mainly divided into six parts.The first part is the introduction paper.It mainly expounds the background and significance of the topic selection,lists the correlative research summary of multi-interaction mode and the teaching of comprehensive course of Chinese as a foreign language,and states the specific research methods of the thesis.The second part is an overview of the multi-interaction mode,including the basic connotation,theoretical basis and teaching characteristics of the multi-interaction mode.The third part is the applicationof multiple interactive mode in the teaching design of intermediate comprehensive courses.The first step is to analyze the feasibility of applying the multi-interaction mode to the teaching of intermediate Chinese as a foreign language comprehensive course.Secondly,through the questionnaire to understand the teaching situation of the intermediate comprehensive courses in Shenyang City College.Finally,it lists the application of multi-interaction mode in intermediate comprehensive courses.The fourth part is mainly based on the analysis of teaching design elements to choose the appropriate application method,teaching strategy and embodiment in the multi-interactive mode and apply it to the classroom of the intermediate comprehensive course,design the specific teaching plan and carry out the real classroom practice.The fifth part is the evaluation and reflection on this instructional design.The sixth part is the conclusion of this paper,which is mainly the summary and thinking of the whole teaching design.The research value of this thesis lies in applying the multi-interaction mode to the design,implementation,and analysis of classroom activities in the intermediate Chinese comprehensive class,and to provide a new type of teaching model focusing on practice and effects for teachers of Chinese as a foreign language.From a long-term perspective,the results of this thesis will contribute to the development of classroom teaching of intermediate Chinese comprehensive course,which has theoretical guiding significance for the innovation and reform of the teaching model of Chinese as a foreign language,and provides a new teaching concept and research thinking for the majority of educators and academic researchers.