Teaching Design And Analysis Of A Comprehensive Course:Advanced Chinese——from The Pattern Of PAD(Presentation,Assimilation,Discussion)

As the core course for advanced Chinese learners,advanced Chinese Comprehensive course undertakes the dual tasks of Chinese knowledge imparting and speech skill training.However,the teaching of advanced Chinese comprehensive course is still based on traditional lecturing,which solidifies the authority of teachers and ignores the construction of educational space for learners to construct knowledge independently.In 2014,Professor Zhang Xuexin,Ph D of Princeton and professor of Psychology at Fudan University,established the teaching mode of PAD classes.That is,half of the time is spent on Presentation by teachers and the other half on Discussion by students.Staggered teaching and discussion emphasizes learners’ individual internalization and Assimilation,which is also known as PAD classroom.Based on the advantages of division classroom,this paper believes that it is necessary to apply division classroom model to advanced Chinese comprehensive course teaching.First,this paper studies the theoretical basis of the teaching mode of the PAD classroom,verifies its rationality and correctness,and explores the complex relationship between structuralism teaching theory,constructivism acquisition theory and educational space as the theoretical basis of partitioned classroom.Secondly,the paper analyzes the feasibility of the PAD classroom model to facilitate the development of advanced Chinese comprehensive courses and to meet the learning motivation strategies of advanced Chinese learners.Then the paper carries out the teaching design of the PAD classroom of the advanced Chinese comprehensive course "Love in the Network Age".The test results by Spss26 data analysis software is used to compare the significant difference between the PAD classroom and the traditional teaching class,and the results of the PAD class is higher than the traditional teaching class.At the same time,questionnaires and interviews were used to get feedback on the implementation of separate classroom teaching,and the results of the integrated advanced Chinese course were summarized,and the teaching reflection was carried out.The author combines the theory of the PAD classroom with teaching practice,and the research shows that the application of the PAD classroom in advanced Chinese comprehensive course has four effects:first,optimized the lecture-style teaching link;second,repositioning the teacher-student relationship;third,the rights and responsibilities of teachers and students in the classroom are clarified;fourth,it ensures the construction of deep learning space for learners.However,there are also several problems in this study.First,for novice international Chinese teachers,the teaching language in the implementation of advanced Chinese integrated course is wordy.Second,the number of teaching feedback questionnaires and interviewees is too small.This research is expected to provide meaningful teaching design for advanced Chinese integrated course,and also enriches the research results of sub-classroom teaching.