Online Teching Design Of Elementary Chinese Integrated Class Based On Contextual Teaching Method

The purpose of the integrated course is to cultivate learners’ initial listening,speaking,reading and writing skills,and to develop learners’ ability to use Chinese comprehensively for communication,which plays a central role in coordinating the teaching of individual skills such as listening,speaking,reading and writing.The teaching design of the integrated class should focus on the teaching of basic language elements while taking into account the development of listening,speaking,reading and writing skills.The choice of teaching methods based on the integrated class is crucial in the whole teaching activity,which directly affects the teaching effect of the classroom and the learning effect of the learners.The contextual teaching method creates a virtual target language environment by creating a specific context,so that the teaching content is presented in the context,allowing learners to understand the text and gain corresponding cognitive feelings and emotional experiences more intuitively,and better achieve the teaching goal of comprehensive development of listening,speaking,reading and writing,thus maximizing the communicative aspect of teaching activities.It not only helps learners master the basic knowledge of Chinese,improve their communicative ability,and realize the purpose of using the language to learn,but also optimizes the teaching quality and efficiency of the classroom.In this paper,we use the contextual teaching method as the main line,and choose the fourth lesson of Developing Chinese-Elementary Comprehensive(II),I have a date with China,for online teaching design.This paper presents a case study on the application of the contextual approach to teaching design based on a review of the current situation of teaching design in integrated Chinese language classes at home and abroad.Firstly,we define the theoretical basis and guiding principles of the application of the contextual approach to the design of elementary Chinese integrated class,and analyze the suitability of the contextual approach to elementary Chinese integrated class,so as to provide a theoretical framework and methodological basis for the development of the design and implementation steps.The design is based on the analysis of the teaching environment,individual learners’ factors and the selection of teaching materials.Finally,we evaluate and reflect on the teaching design.The design is evaluated and reflected through interviews and questionnaires,and finally,relevant suggestions are made,in the hope of providing a case study for the teaching of integrated Chinese language classes based on contextual teaching methods.