A Study On The Teaching Strategies Of Knowledge-Based Grammar Lesson Of TCFL

It is an indisputable fact that grammar teaching in teaching Chinese as a foreign language has an important position all the time. The teaching effect is not only related to whether its own teaching objectives could be achieved, but also influences the main lesson and some skills-training lessons, so it is always the emphasis and focus in TCFL research. The knowledge-based grammar lesson, which is outside the"skills-training mode"has a special teaching strategy, because its instruction purpose, teaching content, curriculum and many other aspects are different from intensive reading, more different from the Chinese people–oriented syntax of the mother tongue teaching. But also because it is not TCFL main subject, and always is elective, now the teaching strategy study such as teaching procedures and methods skills is still very rare. For the above reasons, it is essential to research the teaching strategies of knowledge-based Chinese grammar lesson.Based on the reviewing at TCFL literature of domestic and abroad, drawing lessons from education, educational psychology, psycholinguistics and the second language teaching research, applying of the system theory principles of instructional design, combining the characteristics of knowledge-based Chinese grammar lesson, this paper puts forward a multi-level teaching strategy framework on the basis of plenary discussion.In order to accurately grasp the knowledge-based grammar lesson on the subject feature, this paper collects a certain number of first-hand information, through researching teaching outline and templates, interviewing with teachers and students, and compares it to Chinese grammar lesson as the mother tongue and grammar teaching part in intensive reading. Then find out the implementation and existing problems of current knowledge-based grammar teaching strategy by interviews and questionnaires, such as: how to effectively increase classroom interaction, which can stimulate students to participate more actively in classroom teaching; how to increase multi-channel stimulation to help students always maintain attention in the classroom; and how to increase effective teaching time to better meet the learning needs of students, and so on.On the basis of investigation, this paper presents a few unique teaching principles for knowledge-based grammar lesson: (1) systemic combing and highlighting the key problems; (2) Classified contrast and considering similarities or differences; (3) promoting application and training the ability to monitor; (4) multifaceted interacting and mobilizing emotional factors. This paper also consults the related fruitful study in domestic and external fields, especially draws lessons from important theory of Constructivism and Task-based Learning, and then puts forward the main three-step teaching procedure"preparation-analysis-practice". We also design the teaching step of"review"to help students consolidate the old knowledge and absorb new grammar knowledge. The main three-step teaching procedure pays more attention to learning conscious, and is more suitable for middle or high level students. Meanwhile, this paper also designs the corresponding teaching methods, retaining the active ingredients and remedying the shortcomings in existing teaching strategy. In addition, this paper also suggests that timely use of multimedia teaching methods will be able to improve the teaching effect, and provide more abundant means for actualizing teaching strategies.