Research On The Classification Teaching Of Chinese Double Object Sentences From The Perspective Of International Chinese Educatio

Double object sentence is a very frequently used sentence pattern in Chinese,and it is also one of the key points and difficulties in international Chinese education.However,the classification of double object sentence has been controversial in the academic circle.On the basis of previous studies,this paper will start from the semantic of verbs in the double object sentence,and reclassify the double object sentence.Then,according to the above classification,the distribution of double object sentences in programmatic works such as "Outline" and "Standard" and in the whole set of textbooks of New Practical Chinese,combined with the analysis of the errors in the acquisition of double object sentences by students of Chinese as a second language,the author puts forward some specific suggestions for the formulation of the syllabus,the compilation of textbooks,teachers’ teaching and students’ learning.Chapter one defines and reclassifies double object sentences.From the formation of the object,the double object sentence is divided into three categories,namely noun,predicate,and clause.From the semantic point of view of the verbs in the play,it is divided into "giving and obtaining","inquiring and informing","appellation" and "placing".The second chapter mainly investigates the distribution of all kinds of double object sentences in one "standard" and two "Outlines".The specific objects of investigation are: General Syllabus for International Chinese Language Teaching(2014),and International Chinese Language Education Chinese Proficiency Rating Standards(2021),so as to provide reference for the formulation and modification of the syllabus and curriculum standards.The third chapter mainly investigates the distribution of double-object sentences in Hanban’s New Practical Chinese Textbook.The object types of the double object sentences and the semantic types of the whole sentences appear in the texts,notes and after-class exercises are investigated,and some suggestions for the compilation of textbooks are provided.Based on HSK dynamic composition corpus,Chapter four analyzes the common errors of Chinese learners in different countries in acquiring all kinds of double object sentences,categorizes the errors of students,and analyzes the causes of the errors.Chapter five is based on the classification and investigation of double-object sentences in chapter one,and puts forward some suggestions for reference in four aspects,including outline formulation,textbook compilation,teachers’ teaching and students’ learning.