Teaching Design Of Primary Oral Chinese As A Foreign Language Based On The Pedagogy Of Performing Another Culture

Teaching spoken Chinese at the elementary level is receiving increasing attention from the academic community.Active exploration has been made in creating an interesting Chinese classroom,ensuring an active international Chinese classroom,and designing cultural knowledge cleverly into teaching and learning.In this paper,we will further explore how to make students learn by doing,create more opportunities for students to speak and express themselves in class,and improve students’ intercultural communication skills by demonstrating cultural knowledge through teaching design.The Pedagogy of Performing Another Culture actively advocates changing the traditional Chinese classroom teaching process,insisting on body-acting and culture as the center,and fully reflecting the student-centered principle.Under the guidance of this theory,we have designed the teaching of two units of the New Target Chinese Speaking Textbook 3.We emphasize that teachers build realistic cross-cultural communication situations for students,focus on providing students with opportunities for oral expression,guide students to be able to participate in the whole process of physical performance activities,give full play to students’ subjective initiative,and develop students’ oral communication skills comprehensively.Based on the Pedagogy of Performing Another Culture,the teaching design was carried out with the primary level Chinese learners as the teaching target.Firstly,on the basis of introducing the propositions and characteristics of the teaching method,the necessity analysis and feasibility analysis of the Pedagogy of Performing Another Culture applied to the primary oral Chinese as a foreign language are discussed.Secondly,after analyzing the principles of teaching design,teaching objects,selected teaching materials and units,the two units of “Talking about Home” and “Each one has its own love” are used as cases to create an interesting body-acting culture classroom and carry out specific teaching design.Finally,reflections are made and suggestions for use are given based on the problems encountered in teaching practice.It is suggested that users should lead students to prepare for class together before class,and teachers should ensure the clarity and relevance of instructions in class,the comprehensiveness and cascading nature of modular activity tasks,and the timeliness and effectiveness of assessment and error correction.It is hoped that our study will provide some reference for the application of the Pedagogy of Performing Another Culture to international Chinese teaching in the future.