American Schools Chinese Teaching Model Research In China

With rapid increase in the number of learners of Chinese around the world, the Principal Three Dimensions of language teaching (i.e. teacher, teaching material, teaching method) has synchronously become a focal issue in this field. Although Chinese teaching has been in complicated situation, the study of the teaching pattern of Chinese should be a crucial factor in consideration of the rapid globalization of the Chinese language.Chinese teaching in the United States is an important part of global cause of Chinese teaching and has developed at a quick tempo. Middlebury’s Pattern originated in the U.S. is a successful case to exemplify the achievement not only in the country, but also in overseas teaching. To follow that many other well-known schools in the U.S. have set up their own programs for Chinese teaching inside China, and distinguished themselves from others in terms of in-class teaching, teacher’s training, administration and so on. It shall constitute valuable reference for Chinese teaching in other nations to conduct analysis of the typical American pattern as well its successful factors in the background of the language’s internationalized teaching.Even though relevant research has been made into Chinese language’s teaching in the U.S. and begun to arouse gathering attention, particularly to famous schools’teaching programs in China with gradual progress in depth and details, an approach of systematic probe is still wanting, and the study of these programs’teaching administration remains at sensible level rather than rational level. A survey into the pragmatic teaching and learning in class needs to be fully conducted. Empirical research must be deepened with more contextualized case analyses and be fixed in a more systematic framework of theory. There are various disciplinary theories that are resorted to in this paper such as social linguistics, psychological linguistics, pedagogy, management science and the like, to form the analytical foundation for the theoretical study of the American programs in China with the support of case studies and empirical surveys, and by these means, to establish the theoretical structure and analytical angle for the study of international patterns of Chinese teaching.This research is carried out in a round trip between practice and theory. The first part is targeted at three American colleges’programs for Chinese teaching in China, namely, PIB, ACC and DSIC. An in-depth study of the Chinese teaching patterns goes along with participating observation, experiential tracking, questionnaire, deep interviewing, texts’collection, verbal transference from video recordings of in-class teaching, case analysis, database statistics, and comparative analysis.The second part states in a comprehensive way the theoretical system and research methodology of international Chinese teaching on the basic study of the American programs in China.This paper consists of seven chapters:Chapter One, as a lead-in argumentation, defines the fundamental issues in the research and points out the significance of the theme. Moreover, the chapter introduces the general situation of related study in this field, research domains and methods, and prospective value of the themetic study.Chapter Two starts from an initial discussion of the meaning of international Chinese teaching and pictures the framework of the patterns for international Chinese teaching. The latter part makes a survey on ACC, PIB and DSIC, exams the three programs’notions on Chinese teaching, overall planning and implementation. By means of analysis and comparison, it is found that these programs resemble a lot with regard to teaching philosophies, procedures, strategies and primary techniques with a mere difference in effective performance. Grounded on the findings gained from the research, an intensified elite’s training pattern emerges with an aim to intensify teaching and train elites, which is characterized by intensive learning, listening, speaking, high standards and rigorous requirements.Chapter Three is themed by "The Only Incompleteness of the Pattern Lying in Teaching Practice". It concludes the conditions for implementing intensive elite’s training pattern from the prospects of student’s behavior, teacher’s work and teaching environment. A study of these programs’mechanisms of teaching management concerns the management of students, teachers and teaching environment. The student’s schooling evaluation is made from the angle of quality management with referential theories about teaching evaluation, microteaching, knowledge management and classroom management. The study probes into these programs’administrative effects and implementation level, focusing on teacher’s pre-post training, collective preparation, class auditing and assessment, teacher’s evaluation, teaching environment including language environment, class-room environment and organizational environment. The findings indicate that administrative measures play an essential role in smooth implementation of teaching strategies and should be an active component of the teaching pattern.Chapter Four points out that practice is the only reliable approach to test the validity of a teaching pattern. The survey on the in-class implementation of a teaching pattern is focused on two major issues:whether the concept and plan can be realized in actual teaching in class, and whether an expected result may come true. By transferring video recordings of in-class teaching into words, the author presents statistical analysis of the teachers’and students’verbal and nonverbal acts, and thus presents the real teaching contexts. Besides, by other seven means, i.e. average speech speed, rate of oral performance of both the teacher and the students, output amount of speaking, rate of whole sentence usage, the teacher’s correction rate, the teacher’s instructions and other directive orders, the researcher has studied the effects of teaching strategies application, involving the practical situation of normal speed of speaking, whole-process correction, big amount of output practice, whole-sentence language output, intensive instructions and full practice. The research result justifies the possibility and effectiveness of the intensive elite’s training pattern’s essential accomplishment.Chapter Five explores the successful factors and limits of intensive elite’s training pattern, trying to seek its inspirations for international Chinese teaching.According to the previous contents, Chapter Six strikes harder in a theoretical sense on the required meaning as well as the framework of patterns for international Chinese teaching. The first three sections in this chapter go for the following issues:What kind of system does a pattern for international Chinese teaching have? Of what components is a pattern composed? What kind of theoretical foundations does such a pattern require? What methodological ideas should a researcher of the pattern be armed with? The other four sections in the rest make a further discussion over the ways to carry out the research on international Chinese teaching patterns, and study approaches and procedures. The main contents are regarding:(1) definition and framework of international Chinese teaching pattern;(2) theoretical system and foundation for the research on international Chinese teaching patterns;(3) quality, tasks, targets and methodology of the research on international Chinese teaching patterns;(4) approaches to research on international Chinese teaching patterns, concerning those about statistical collection, sorting out and analysis;(5) presentation of the result of research on international Chinese teaching (as the concluding remark of this paper).