A Research On The Classroom Mode Of Chinese Intensive Reading At The Primary Stage Of Teaching Chinese As A Foreign Language (TCFL)

This article tries to observe the classroom mode of Chinese intensive reading at the primary grammar stage in TCFL. It analyses three kinds of research materials, including: four classroom teaching videos, one classroom teaching observation and five teaching plans. It describes the teaching process and techniques according to these ten teaching cases, discussing their supportive theories, indicating their advantages and disadvantages. It is hoped that this research will provide some points for understanding and improving of the classroom design of Chinese intensive reading.This article first introduces the relative theories of pedagogy, the psychology, the linguistics and the teaching Chinese as a foreign language regarding the teaching procedure. Then it describes the classroom mode of Chinese intensive reading of ten selected teaching cases, including the general mode and three stage modes: the mode of vocabulary teaching; the mode of grammar teaching and the mode of text teaching. It shows that:Firstly, there have many similarities between Kaiipob's "five-stage-mode" and the general mode of Chinese intensive reading. This kind of mode pays much attention to the fundamental knowledge and skills and makes a good foundation for the further study of the students.Secondly, the mode of vocabulary and grammar teaching are consistent to the audio-lingual method.Thirdly, the mode of text teaching is consistent to the grammar-translation method. Therefore, the general mode of Chinese intensive reading and three stage modes correspond to the rules of the psychology, the linguistics and the language teaching.However, there still have some shortages in the current mode of Chinese intensive reading. For example: the general mode is too fixed, the teaching methods used in the classroom are not abundant, and it is short of communication exercises in the classroom teaching.