On The Constructivism Of Ancient Chinese For Foreign Students In China

In the international Chinese teaching,Ancient Chinese Lessons is an indispensable part of the Chinese language system and the foundation of the development of modern Chinese.At present,there are still relatively few international Chinese textbooks based on constructivist theory in China,and a small number of studies focus on modern Chinese textbooks for foreign students,and there is no specific application of constructivist theory to the preparation of ancient Chinese textbooks for foreign students.The constructivist teaching theory has important guiding significance for the systematic learning of foreign students in China,especially foreign students with academic qualifications,so it has certain practical guiding significance to investigate the constructivist characteristics and scientific nature of the textbook of Ancient Chinese.Based on the constructivist theory,this paper conducts the following research on the textbook Ancient Chinese(edited by Xu Zongcai)for international students:The first chapter is the Introduction.The introduction part mainly includes five aspects: research background,significance of topic selection,main content,research status and methodology.This part puts forward and emphasizes the necessity of changing the concept of ancient Chinese textbook compilation and the practice of classroom teaching reform,and puts forward the theoretical significance of constructivist theory and ancient Chinese textbook preparation.The second chapter is Constructivist Theory and Textbook Preparation.This part mainly introduces the theory of constructivism and puts forward its guiding value for the preparation of teaching materials.The first section is the theoretical origin of constructivism,the second section elaborates the basic propositions of constructivist theoretical knowledge view,learning view and teaching view,and the third section extracts and summarizes four constructive perspectives in the preparation of Chinese textbooks based on the above three basic views of constructivism: focusing on the construction of the meaning of knowledge,setting up rich teaching situations,paying attention to students’ existing experience,and focusing on multi-party collaboration and dialogue.The third chapter is the Constructivist Characteristics of Xu Zongcai’s Ancient Chinese.It is mainly discussed from two aspects: the arrangement of teaching materials and the embodiment of constructivist characteristics of Xu Zongcai’s edition of Ancient Chinese.The first section provides an overview of the textbook as a whole,followed by a specific analysis of the textbook’s style.The second section analyzes the constructive perspectives presented in the perfect chapter structure,the diverse essay selection system,the scientific grammar system,the student-oriented practice system,the comprehensive reading aid system,the systematic cultural knowledge and the cultural elements common to ancient and modern times.The fourth chapter is Feedback Analysis.This section includes student questionnaires and teacher interview programs.The questionnaire surveyed the basic information of foreign students,the motivation of learning ancient Chinese,and their satisfaction with ancient Chinese teaching,etc.,and learned that foreign students have a fear of difficulties in the long texts in the Ancient Chinese,and also collected students’ views that ancient language and modern use meet the dual needs of learning ancient and modern knowledge,and are deeply liked by students.The teacher interview mainly investigated the teacher’s evaluation of the teaching purpose,teaching material arrangement,teaching content and other aspects of ancient Chinese courses.The fifth chapter is Optimization Strategies for Textbook Writing of Ancient Chinese.Based on research analysis,feedback from international students and teaching practice,an optimization strategy for the preparation of Ancient Chinese was proposed.Echoing the four constructive perspectives proposed above,suggestions are put forward,including enhancing the interest of content and promoting students’ active construction of meaning;create rich contexts that are close to students’ lives;follow the principle of incrementality based on existing experience;collaborative learning,creation of collaborative conversation environment and other optimization principles.