A Research Towards The Application Of Role Play Classroom Activity In Chinese Teaching

The ultimate goal of language teaching is to develop students' Verbal Communication Competence. Verbal practice is the crucial factor of Verbal Communication Competence construction. Communicative Classroom Activities are important classroom forms for verbal practice which are concerned by many language education workers. Role Play Classroom Activity is one of the most commonly used Communicative Classroom Activities which is an excellent way for developing students'Verbal Communication Competence because it can create simulating real-life situations in classroom. However, currently there are some problems with the theoretical research and practice of Role Play Classroom Activity, which handicaps its teaching effectiveness.This thesis makes a theoretical and practical exploration towards the application of Role Play Classroom Activity in Chinese Teaching. We discuss how to use Role Play Classroom Activity to develop students' Chinese Communication Competence. After theoretical analysis and classroom observation we find that the problems of Role Play Classroom Activity lie mainly in design, organization and evaluation. So our research will focus on these areas with the purpose of resolving these problems and finding out the way to optimize the teaching effectiveness of Role Play Classroom Activity. Conclusions are as follows:The design of Role Play Classroom Activity includes three aspects: learning goal, teaching procedures and the construction elements of Verbal Communication Competence. This thesis analyzes and explores the aspects of Verbal Communication Competence based on Verbal Communication Competence theory and Constructivist Learning Theory. We make some design adjustments through classroom implementation to get the reasonable design methods, which provides a good reference paradigm for the design of Role Play Classroom Activity teaching.As free-controlled classroom activity, Role Play Classroom Activity mainly faces the problems of group allocation, roles allocation, time management and classroom discipline. Through research, we find that putting together members of different learning styles and assigning different roles to different students could effectively regulate the process of cooperative group learning and promote individual performance. This solves the controlling problems of Role Play Classroom Activity from the source and regulates the classroom discipline effectively.We use a combination of qualitative analysis and quantitative analysis to evaluate Role Play Classroom Activity. The teacher gives evaluation towards the teaching process and teaching effectiveness respectively in order to control the teaching process and judge whether the teaching methods are reasonable and effective.Evaluation of is carried out mainly from the students' perspective. The evaluators are both the teacher and students. We use the group preparation phase and group performance phase, in order to enhance students' cognitive language ability and Chinese communication competence and encourage students to make continuous efforts.Through the systematic study of both theoretical analysis and teaching practice, we access to some ways of optimizing the teaching effectiveness of Role Play Classroom Activity which could bring us better ways of design, organization and evaluation.