Research On The Content Of Teaching Guidance Of Country-specific Chinese Language Syllabus

The syllabus of Chinese language is a programmatic document for Chinese language teaching,which is the "bearing pillar" and "booster" for the development of Chinese language teaching in various countries.With the "Chinese learning boom" heating up,more and more countries bring Chinese language learning into the national education system.So far,more than 70 countries around the world have incorporated Chinese into the national education system.Some countries have promulgated Chinese language syllabus to systematically plan and guide Chinese teaching,while some countries do not have Chinese language syllabus at present.At present,the development of Chinese language teaching in overseas countries is different,so there is an imbalance in the construction of Chinese language syllabus in various countries.The teaching guidance part of the Chinese language syllabus is used to guide teachers’ teaching activities,including but not limited to the arrangement of teaching contents,the setting of courses,the formulation of teaching plans,the selection of teaching methods and strategies,and the implementation of testing and evaluation.This part is most closely related to teachers’teaching activities.Under the background of strengthening the construction of international Chinese language teaching standard system,it is very important to study the characteristics and laws of the teaching guidance content of Chinese language syllabus in overseas countries and summarize the arrangement principles of teaching guidance in the syllabus.Through the quantitative analysis and text analysis of the self built teaching strategy guidance outline database,this paper summarizes the historical development trend,content classification and content characteristics of the teaching guidance part of the foreign teaching outline.This paper selects the Chinese syllabus issued by Russia,South Africa and Victoria,Australia as a case study of the content of teaching guidance category.Using corpus research approach,text analysis and case analysis,this paper summarizes the main content classification of teaching strategy guidance in Chinese language syllabus,which is divided into six categories:（1）Teaching examples;（2）Testing and evaluation;（3）Teaching arrangement;（4）Teaching materials;（5）Teaching principles,strategies and methods;（6）Suggestions/Requirements for teachers.Through quantitative analysis,the historical development trend of each classification content is summarized:（1）Due to the continuous development of international Chinese language teaching,the function of the outline is transformed from specific examples into guidance,so the proportion of teaching example content decreases as a whole;（2）With the continuous improvement of the pursuit of network resources and diversified development,the outline gradually began to emphasize the application of technology and multimedia resources in teaching.Therefore,the proportion of teaching materials has been increasing in recent years;（3）With the emphasis on testing and evaluation and the development of testing and evaluation systems in various countries,the proportion of testing and evaluation in the outline is increasing;（4）Due to the transformation of the outline function and the improvement of the requirements for teachers’ level,the suggestions/requirements for teachers have an upward trend in recent years.After analyzing the historical development trend and specific cases of overseas Chinese language syllabus,this paper summarizes three principles for compiling the teaching guidance content of Chinese language syllabus,which are:（1）Guiding principles;（2）Systematic principle;（3）Results oriented principle.After comparing it with the current "INTERNATIONAL CURRICULUM FOR CHINESE LANGUAGE EDUCATION",this paper puts forward the following suggestions for the compilation of the new syllabus:（1）Providing guiding teaching path;（2）Update the compilation concept and strengthen the compilation of core contents;（3）Increase the content of testing and evaluation;（4）The introduction of network media resources should be appropriately added to the teacher’s reference materials.The outline is a programmatic document.The main idea of the outline is realized through teachers’ teaching in practical teaching.Based on the research,this paper also puts forward two suggestions for the training of international Chinese language teachers:（1）Strengthen the training of teachers’ ability to interpret and apply the outline;（2）Improve the follow-up investigation after teacher training.