Analysis Of Grammar Syllabus And Research On Grammar Teaching Strategies For The Chinese Language Level Standards Of International Chinese Education

As another national standard for international Chinese Language education,the release of the International Chinese Language Education Standards(2021)(hereinafter referred to as the "New Standards")is a new starting point for international Chinese language education in the new era,and can provide important basis and guidance for the overall design of international Chinese language education,classroom teaching and other aspects.This paper discusses the grammar teaching strategies of international Chinese education from three aspects: the promulgation and main characteristics of the New Standard,the comparative study of the grammar outline of the New Standard and the old one,and the analysis and treatment strategies of teaching materials based on the grammar outline of the New Standard.First,the paper discusses the release of the New Standard and its main features.This paper reviews the development of the International Chinese Educational Grammar outline from three aspects,then focuses on the release of the New Standard,and finally analyzes the main characteristics of the grammar outline of the New Standard: The grammar outline of the New Standard follows the grade division of "three levels and nine levels",which is consistent with syllables,Chinese characters and vocabulary outline;The development of the grammar outline of the New Standard refers to a series of old syllabuses,follows the connectivist view of learning and practice,and absorbs many new achievements in academia.Using the grammar system of "Chinese Proficiency Level Standard and Grammar Level Outline",and optimizing grammar categories,referring to a large number of textbooks and Outlines to determine grammar points,not only reflects the systematic grammar system,but also ensures the comprehensiveness of grammar projects;Following the principle of first easy and then difficult,from simple to complex,the grammar grading resource base is established to ensure the scientific grading.Secondly,the author chooses "Chinese Proficiency Level and Grammar Level Outline"(1996)and "New Standard" grammar outline for comparative study.From the perspective of the overall construction of the grammar outline and grammar points,the comparative study shows that the total number of grammar points in the new outline is only half of that in the old outline;The new outline is more systematic;The deletion of grammar items and grammar points in most categories of the new outline is large,but most of the grammar items are still distributed in multiple levels and levels.The deletion can simplify the grammar system,reduce the difficulty of understanding,and enhance the practicability.The addition is mainly to absorb the new achievements of the academic circle and improve the scientific nature of the new outline.The whole feature and systematicness of Chinese grammar can be presented earlier by equal order advance.The reason for the phenomenon of equal order delay is usually the low frequency of use or the difficulty and incomprehension of the grammar item.Thirdly,it studies the textbook analysis and processing strategy based on the grammar outline of the New Standard.Select a complete set of six textbooks for the comprehensive course of Developing Chinese,first discuss the necessity of textbook analysis and processing,and then investigate from three aspects of the analysis and processing of the grammar system of Developing Chinese,the analysis and processing of the coverage of grammar points,and the analysis and processing of the classification of grammar points.The compatibility between the grammar part of Developing Chinese and the grammar system of the New Standard is not high,but the grammar content actually covered in the textbook can greatly improve the compatibility of the grammar system.Teachers can compare with the New Standard and fully explore the grammar categories and grammar points in the text as a supplement to teaching,so as to better adapt to the new standards and requirements.The overall overlap between Developing Chinese and New Standard is very high,but the overlap between middle and advanced stages is relatively low.Teachers can make full use of "subdominant grammar point" and "implicit grammar point" in teaching.There are some problems in the teaching materials,such as "overgrade grammar" and "late grammar",which require teachers to adopt appropriate teaching strategies in teaching.Finally,grammar teaching strategies are proposed based on the above research.First,the New Standard can be used as the basis for the selection of grammar points:the grammar points in the textbook that coincide with the grammar outline of the New Standard should be fully taught;If the grammar points in the textbook that do not coincide with the grammar grade outline of the New Standard do not affect the overall learning of grammar,they can be taught less in time;If certain grammar categories or grammar points are obviously missing in the textbook,the teacher can supplement the teaching if necessary.Second,the "New Standard" can be used as a reference for the order of grammar teaching.When there is a phenomenon of "grammar superlink" or "grammar late",it can be analyzed according to different situations,and urgent use is taught first,and slow use is taught later.Thirdly,the New Standard can be used as an auxiliary teaching material to present the whole picture of the grammar system in teaching as early as possible.Using repetition method to teach grammar;Use example sentences to develop situational teaching method.