Research And Exploration On Teaching Models Of TCSL/TCFL In The Background Of International Chinese Promotion

The process of International Chinese Promotion witnesses the three changes to emerge, i.e. the increasing overseas Chinese teaching market, the various sources of Chinese teaching and the richer array of learners, which have made us consider how to improve the efficiency of TCSL/TCFL and its global influence. We regard the teaching model as a breakthrough to solve the questions because it makes theories, designs and practices as a whole study object.The paper starts from the noumenal research of teaching model, which constitutes the original idea of this study. A new definition of teaching model is formed based on the research of the former ones, which claims that teaching model, guided by teaching and learning theories, is a system used to optimize the combination schemes of various teaching elements (teaching goals, curriculum, teaching contents, textbooks, the role of teachers and students, teaching activities and teaching environment, etc.) The connotation of teaching model research is stated explicitly based on its feature as a system, which includes the levels to constitute the system and the elements to form each level.The three-level teaching model frame is then developed, which contains macro-theories level (language views and language learning views), middle-teaching-designs level (teaching objectives, textbooks, language and cultures, language and characters, knowledge and skills, course types, and the role of teachers and students) and micro-teaching-procedures level (teaching environment, teaching strategies, teaching activities and teaching technology).The teaching models of TCSL/TCFL can be categorized into two types:the traditional ones and the ones emerged in the background of the international Chinese promotion. We select four (two from each category) teaching models of TCSL/TCFL as representatives among others. They are "structure-based comprehensive model" and "structure-function-based skills training model", "American AP Chinese model" and "written-spoken-language-separated model". We evaluate their features, merits and demerits according to our three-level teaching model framework in order to find the developmental trends of TCSL/TCFL teaching models and to provide some new thoughts to the exploration of new teaching models in the background of International Chinese Promotion.