The Study On The Teaching Design Of The Cooperative Learning In Primary Chinese Oral Course For The Central Asian Foreign Students

Cooperative learning follows the cognitive pattern of students. It can mobilize the students'initiative and enthusiasm. Cooperative learning can give students learning motive,make them help each others and promote the emotional contact between the students so as to increase the quality of teaching. This paper based on the research achievements of native and abroad utilizes the advantages of the Cooperative learning and considers the characters of the teaching Chinese as a foreign language. At last, we give a teaching design model of oral class to the primary Chinese level of the central Asian foreign students, explain the basis and show the circuit of implement in order to provide a new way of teaching Chinese and give some new thinking way to solve many practical problems. This study combines the theory and practice, and it states the basic theory and its value to the primary oral course. And the article also gives a new design and arrangement of the oral course so as to making teaching theory and teaching practice together. The paper has five chapters. Chapter one presents the problem. We give the background and significance of primary Chinese level oral Cooperative learning reaching design from the problem of the traditional teaching design and the actual meaning of Cooperative learning and introduce the content, meaning of the article and study method. Chapter two analyses the theories concerning the primary Chinese level central Asian foreign students oral Cooperative learning teaching design such as Cooperative learning, teaching design. Chapter three discusses the concrete teaching design of Cooperative learning. Firstly, we talk about the relationship between the primary Chinese level oral course characters and Cooperative learning. Secondly, we give the principle of teaching design and teaching objectives. At last, we present the basic circuit of the concrete teaching design. It contains pre-preparation, implementation and evaluation and feedback. Chapter four gives the concrete applying case of the oral course and analyses the evaluation. Chapter five synthetically analyses the problems and the reasons and provide some suggestions by the way of questionnaire, interview and observation.