A Probe Into The Topic Promotion Mode In Oral Chinese Teaching

This dissertation is mainly focused on the study of the introduction of topic progressive mode in the spoken language teaching of Chinese, intermediate oral Chinese, for example. The author investigate the current situation of the teaching of intermediate spoken Chinese from two aspects including the classroom teaching of intermediate spoken Chinese as a foreign language and the teaching material arrangement, under the guidance of topic progressive theory and scaffolding instruction theory, in order to analysis the existing problems, and try to construct the topic-advance mode. The purpose is to provide reference to improve the efficiency of spoken language teaching of teaching Chinese as a foreign language, helping learners of the period of intermediate stage understand and master the skills of the topic-advance in communication, improving the ability of oral communication. Besides the preface and epilogue, this article will be divided into three parts.Chapter1:On the basis of predecessors’ research, the author sorted and analyzed the current situation and existing problems about intermediate spoken Chinese classroom teaching and related the teaching materials, with the theory of advance in the topic and the theory of the scaffolding teaching as the foundation, to make the initial ideas of constructing the mode of topic-advance. From classroom teaching, teaching content and teachers’ and students’ needs three aspects, analysis of model construction and the use of operating conditions. Purpose is to the intermediate spoken Chinese teaching and subject propulsion model have a clear understanding of concrete construction and application of the model for the next step to lay the foundation.Chapter2:This chapter discusses the building basis and purpose about the mode which is called "tree type" of topic-advance. The author combine the mode with the process of classroom teaching and teaching contents, to explain the specific meaning of each pattern in the mode (" root ","trunk" and "branches" and "leaf), at the same time we promote the "tree-type" topic mode into spoken Chinese classroom teaching, according to teaching experiments, analyzing the related factors of the experiment, such as the teaching objects, teaching material selection, the ideal state, etc., presenting the specific processes of classroom to lay the foundation for the next analysis.Chapter3:The content of first half in this chapter is collection and analysis about teaching process and classroom record, mainly discusses the preliminary introduction and specific teaching activity, pointing out that the advantages and disadvantages of the pattern "tree-type". The advantages lies in considering the individual difference, and provide a reference for students’knowledge framework construction, promoting the students’ability enhancement in long expression of subject and section, also to speed up the process of students’ knowledge internalization. The question is that the key is easy ignored and couldn’t be highlighted, besides the materials tightness remains to be improved. After sorting and analyzing work, this article offer some Suggestions from two aspects of spoken Chinese classroom teaching and the teaching material arrangement, hoping to contribute to improve spoken Chinese teaching, to build efficient spoken Chinese classroom.