A Survey Of Chinese Teaching In American Universities

In recent years,the influence of Chinese culture has become more and more extensive,and countries around the world have paid more and more attention to Chinese,and it is the general trend that Chinese is widely spread in the international arena.The United States has listed Chinese as one of the eight key languages,and has carried out a series of measures for Chinese education,such as Cultivating an excellent supply team of Chinese teachers,increasing the number of Chinese teaching programs in schools,improving the quality of Chinese teaching programs,and introducing appropriate Chinese education courses,textbooks and evaluation programs.Chinese language teaching associations and institutions at all levels in the United States have adopted various means to improve the level of Chinese language teaching.Although Chinese has been valued and developed in schools at all levels in the United States,there are still some problems in Chinese education in the United States.Therefore,in order to understand the current situation of Chinese teaching in colleges and universities in the Midwest of the United States,this paper takes Chinese teaching in colleges and universities in Ohio as an example to investigate and analyze.Firstly,this paper gives a brief account of the historical development of Chinese teaching in the United States,based on the relevant literature,this paper sums up the general situation of Chinese language teaching in Ohio of USA from four aspects: Chinese institutions,Chinese teachers,Chinese learners and Chinese textbooks.Secondly,it analyzes the current situation of Chinese teaching in colleges and universities in Ohio,mainly from the aspects of curriculum,teachers’ sources and experience,students’ composition and motivation,and types of teaching materials.Finally,summing up the literature and investigation results,it is found that there are four main problems in Chinese education in colleges and universities in Ohio,USA: First,the problem of Chinese curriculum convergence in each stage needs to be solved urgently;Second,the number of Chinese teachers is insufficient,and individual experience needs to be improved;Third,some students are not motivated to learn Chinese and their students are easy to lose;Fourth,the teaching materials are not targeted and there are few teaching materials.According to the problems found in the investigation,this paper puts forward the following four feasible solutions: to formulate a Chinese curriculum outline and clarify the details of Chinese courses in each stage;Strengthen teacher training and send more volunteer teachers;Enrich the teaching form of Chinese class and change the assessment method of Chinese class;China and the United States cooperate to develop local teaching materials and select various types of publications.