Intercultural Chinese Education Practice

Currently IB curriculum is its leading ideas and unique structure of the educational curriculum, increasingly attracted the world’s attention. It’s educational philosophy and curriculum practices have begun to taken the “international schools” category, into the world, and is compatible with a number of innovative spirit of national consciousness in local schools. At the same time, with increasing depth and the growth of China’s influence in the world of global communication, and choose China’s mother language- Chinese as a second language to learn has increased. So how can we design for teaching Chinese B learners under the relevant requirements of the IB became a Chinese language teachers’ emerging issues.Textbooks and teaching methods are not mentioned in IB Mandarin B Guidebook, so how to carry out this curriculum is a question to all the Mandarin teachers. As a mandarin teacher currently, I will discuss two basic questions in this essay. These two questions are: what is Mandarin B Standard-based instruction mean; how to do a Mandarin B Standard-based instruction design. All the thesis confirms that this kind design brings instruction and assessment into correspond with Mandarin B curriculum. To do a Mandarin B standard- based instruction, the first step is analyzing the Mandarin B curriculum; the second step is applying backward design into it.This paper did two designs: one is for the whole two years; one is for each theme unit. Mandarin B has two levels, higher level and standard level. The models of the design for each level are the same, only different in content.