Easy To Learn Chinese And Happy Chinese Comparative Analysis And Teaching Application Research

For nearly half a century,under the influence of the dual track development model of "bringing in" and "going out",China’s teaching of Chinese as a foreign language has shown a rising trend.However,in the process of rapid development,it also faces many challenges,such as "the training and delivery of high-quality Chinese teachers,the renewal of Chinese curriculum content,the acceptance and coexistence of local teaching,and the development opportunities of Confucius Institute under the changes of international relations".In view of the challenges faced by teaching Chinese as a foreign language,we also need the joint efforts of many aspects of society.The important work of Chinese international promotion is teaching Chinese as a foreign language.The situation of foreign Chinese learners is complex.Compiling targeted Chinese learning materials is an important basis for improving the effectiveness of teaching Chinese as a foreign language and plays a guiding role in the promotion of Chinese.Easy to learn Chinese(English version)and happy Chinese(English version)are two sets of distinctive teaching materials in recent years.They are widely used among native English learners,have a warm response and are very popular.Through empirical investigation and theoretical analysis of cognitive psychology and second language teaching,we find that although the two sets of textbooks have their own advantages in teaching application,there are also some problems.Through comparison,we can find the similarities and differences between the two,and explore the use of scientific means to learn from each other,so as to maximize the function of teaching materials in Chinese teaching.First of all,the research objects of this paper are "Easy Learning Chinese" and"Happy Chinese",and they are compared from the four perspectives of vocabulary,grammar,text and practice.The comparison shows that the number of vocabulary and vocabulary difficulty of "Easy" is greater than that of "Happy";"Easy" has a special grammar section for grammar teaching,and grammar teaching is implemented in classroom teaching.Compared with "Happy",which is listed in grammar,The grammar teaching of "Easy" is more suitable for students with weak foundations;in terms of texts,"Easy" is obviously larger than "Happy Chinese" in terms of content length,number of illustrations,exercise intensity and interest,but the latter’s basic and text structure continuity It is better than the former;in terms of exercises,"Easy"is significantly better than "Happy" in terms of exercise type,exercise settings and number of exercises.Secondly,combined with questionnaire analysis,according to the survey feedback of 200 samples,Chinese learners whose native language is English,in terms of vocabulary,compared with "Happy","Easy" has a larger vocabulary,more difficult,less practical,and less practical.Less repetitions,less help in improving Chinese;in terms of grammar,"Easy" is less difficult to practice than "Happy",with fewer grammars,and students have better mastery;in terms of texts,"Easy" In the text of"Happy",the sentence difficulty is small,the theme is less practical,and the comprehensive examination ability of grammar and vocabulary is not enough;in terms of practice,"Easy" has fewer exercises and less difficulty than "Happy".Finally,according to the main problems of the teaching materials,the following teaching suggestions are put forward:take students as the main body,and teach students according to their aptitude;take teaching materials as the core,and combine flexible teaching with practice;Cultural teaching.