A Comparative Study Of Grammar Micro-Class Teaching For Chinese And Foreign Graduate Students

At present,improving the comprehensive quality of the Chinese language teaching team is an inevitable choice for the high-level development of international Chinese language education,and teaching ability is the core manifestation of its comprehensive quality.Therefore,how to improve the teaching ability of Chinese and foreign Han master’s students more targeted should become a top priority in the training work of universities.Tang Feng Chinese has held four national postgraduate Chinese language teaching micro course competitions so far.This article selects 40 video samples from the grammar award-winning works of previous national graduate Chinese language teaching micro course competitions,transcribes the text,and uses research methods such as observation and content analysis to compare the speaking and practicing abilities of Chinese and foreign Chinese master students.It is found that Chinese and foreign master students have their own advantages and problems in organizing teaching,introducing grammar points,explaining,and practicing.For example,in the introduction process,the forms of Chinese Han Chinese graduate students are more complex and diverse,while those who come to China are more vivid and interesting.In the explanation section,Chinese Chinese master students often use the situational approach,and Chinese master students who come to China will use similar expressions in their mother tongue to compare and explain.In the practice section,Chinese Han master students use various forms(such as passing exams,singing,etc.),while Han master students who come to China mostly copy their written assignments.Both performed poorly in terms of hierarchy in design exercises.At the end of this article,improvement suggestions are proposed to address the problems faced by Chinese and foreign master’s students,and some solutions are also provided for training units.Ensure that every Chinese master’s student has sufficient opportunities for classroom practice(multiple rounds of trial lectures,segmented teaching,etc.);2.Hold a "Teaching Exchange Conference for Chinese and Foreign Chinese and Foreign Master Students" on a semester by semester basis,where Chinese and foreign master students observe their excellent teaching videos(which can be assignments or awardwinning works in competitions)together.Representatives from both sides will share the "small ideas" in teaching design before discussing.3.Implement a "dual mentor system" between research and practical mentors,and so on.