Investigation And Research On Culture Teaching Belief Of Pre-service Chinese Teachers

In the practice of culture teaching,there are obvious differences between pre-service Chin ese teachers and in-service Chinese teachers.Revealing teachers’ cultural teaching thinking is helpful to reveal the essence of effective teachers.Investigation and Research on the Cultural Teaching beliefs of pre-service Chinese Teachers;taking the pre-service Chinese teachers as t he investigation object and taking the cultural teaching beliefs as the research content,this pa per investigates and studies the cultural teaching beliefs held by pre-service Chinese teachers,and based on the survey results,this paper puts forward some suggestions on the training of pr e-service Chinese teachers.This survey and research consists of three parts: questionnaire sur vey,personal interview and classroom observation.The questionnaire scores 47 items from 7dimensions and uses SPSS26 to describe and analyze the cultural teaching beliefs of pre-servi ce Chinese teachers and in-service Chinese teachers.The survey results are confirmed and sup plemented by personal interviews and classroom observations.in addition,the difficulties enc ountered by teachers in teaching are interviewed.According to the results of the survey,we put forward some suggestions for the pre-servic e Chinese teachers themselves and their training.The suggestions for pre-service Chinese teac hers are as follows: to develop the habit of writing teaching journals;to be familiar with Chin ese vocabulary and grammar syllabus in various language stages;to participate in teaching pr actice so that theory and practice promote each other;to establish a knowledge system and cul tural view of Chinese culture and foreign culture;to enhance the sensitivity of cultural differe nces;and to maintain an open concept of cultural teaching.The suggestions for the training of pre-service Chinese teachers are as follows: multi-speculative teaching;multi-sensory cultura l teaching;multi-way examination of students’ cultural literacy;training of teaching skills acc ording to different language levels for the same cultural teaching content.