A Study On Modularization In Preparatory Chinese Teaching

With the continuous improvement of Chinese language status, the number of foreign students for preparatory education in our country also increases, which requires us to do good preparations in the teaching of Chinese language for challenges. In the year of 2011, the scholars, Li Xiangnong and Wan Ying, put up with the idea of "modularization in preparatory Chinese teaching" applied in Chinese language practice of foreign students in Huazhong Normal University, and later the rate of qualification was promoted, which deserves further summaries, refinements, considerations and researches. In 2013, they published their research findings on the first period of the Journal of Huazhong Normal University of humanities and social sciences. Based on their research, especially the four modules which are curriculum provision, textbook compilation, classroom teaching, and teaching form, this paper talks about the modular teaching model of five modules and two hierarchical structures in which management module is added and content guarantee is attributed to this module.The research of this paper is focus on "modularization in preparatory Chinese teaching" of foreign students. This paper is divided into three parts. The first part, including the first chapter, the second chapter and the third chapter, is about the theory and expounds the research’s current developing situation as well as its theoretical and practical value. Based on the theory, the second chapter explores and puts up with the theoretical basis of this teaching model:one is the related theory of psychology, one is the traditional teaching thoughts of our country, and another is instructional theory of Chinese language as a foreign language in teaching. The third chapter talks about the teaching history of teaching modules in retrospect and discusses the definition of teaching module, its characters, and the characters of modularization in preparatory Chinese teaching of foreign students.The second part, or the fourth chapter, expounds the main contents of modularization in preparatory Chinese teaching of foreign students, which integrates the basic elements and the core problems (how to teach, what to teach and how to learn) in the teaching of Chinese as a foreign language, and puts up with the teaching model consisting of five modules and two hierarchies.The third part, which includes the fifth and the sixth chapter, investigates into this teaching model from the practical aspect. It takes the foreign students for preparatory education who attended the school in 2013 and 2014 in Huazhong Normal University as the objectives and covers six experiments, which are the survey of the study motive of the foreign students for preparatory education, the survey of Pinyin teaching, the survey of Chinese characters teaching, the evaluation of Chinese teaching materials for preparatory education, the analysis of recording lessons of three lesson types(including Comprehensive Chinese, Chinese Listening, and Refresher Training) and the evaluation of this teaching model.The questionnaire of student evaluation of teaching combined with score results show that this teaching model based on preparatory Chinese education is of high adaptability and further refinements and promotion are welcomed. Some results of the experiments can re-feed preparatory Chinese education for they can provide references and supports to it, and at the same time, they are helpful to promote this teaching model to be more scientific and effective to some extent.