An Educational Research Of POA-based Teaching Of Spoken Chinese In Russia

With the increasing scope of the international promotion and dissemination of Chinese language,experts in the field of Chinese language teaching have made increasingly significant contributions to promoting the promotion of Chinese language.In recent years,many new teaching theories have emerged,including the "production oriented approach"(POA).So far,there are quite a lot of research on Chinese language teaching in Russia,but there are few studies on spoken Chinese language teaching,and there is a gap in research based on POA teaching.As a native Chinese language teacher in Russia,the author attempts to introduce the POA teaching method into the teaching of spoken Chinese in Russia.This article will address the following issues:(1)How to apply POA to spoken Chinese teaching in Russia?(2)What problems do teachers encounter in POA teaching?How to solve it?(3)What problems can POA solve?Can it solve difficult problems for learners?The author conducted two months of POA oral teaching for Russian college students with different Chinese proficiency levels.This study collected a large amount of data through classroom observation,student interviews,and other methods,and conducted two rounds of action research on the problems encountered in the POA teaching process for Russian students.Finally,in order to promote the improvement of POA teaching quality,the author puts forward some suggestions on POA teaching methods,textbook operations,and other aspects.This article presents the specific implementation of spoken Chinese teaching based on POA.The first round of action research introduces the selection of teaching content,as well as the teaching of driving,facilitating,and evaluating links.Through student interviews,we learned about the problems in teaching,and adjusted the teaching in the second round of action research:simplifying the teaching content in the textbook;improving the way vocabulary,language points,and idioms are explained;adjust the evaluation content.This article also analyzes the quality of"products" based on these three dimensions:the use of target words,the logic of structure,and the relevance of content.The analysis results show that although students have some difficulties and errors in using words and structures,their frequency of use is quite high,and the output results in terms of content relevance are very good.During the research process,the author found that the application of POA to Russian Chinese language teaching has solved the following difficult issues.Most of these problems are closely related to the goals pursued by POAs themselves:(1)students are not aware of "gaps in their knowledge";(2)"Separation of learning and use";(3)Segmental expression has no logic;(4)Inappropriate expression and theme,lack of relevance in content;(5)Learners often experience speech "phobia" problems.The research on spoken Chinese teaching in Russia based on POA has both theoretical and practical significance.The theoretical significance lies in the fact that this study is a supplement to the research on the application of POA teaching theory abroad and the research on the application of spoken Chinese teaching in Russia.The practical significance lies in not only providing reference for teachers who will use POA teaching,but also contributing to the application of spoken Chinese teaching in Russia.