Teaching Design Of Comprehensive Chinese Course For International Students In China

With a sharp rise of our country comprehensive national strength, the learning of Chinese has been highly concerned by all countries. According to the statistics of “international Chinese plan”, in 2020 the number of foreign students in China will reach 500000,150000 of which receive higher education and most of these students must take prior course before professional education, thus, we must pay more attention to the education of prior course. Since 2005 the Ministry of Education launched a pilot study for undergraduate preparatory education in China with government scholarships, has made considerable achievements, but most explore the preparatory study in management and professional courses, rarely involved basic ones. The study of preppies is high-intensity and speed-up teaching. In this way, preppies can master language skill to adapt to Chinese life earlier and prepare for later learning. In order to master language knowledge earlier, we ought to attach importance to integrated course teaching which is the core course of teaching Chinese as a foreign language. In terms of my search from a variety of literature, I find nowadays academia’s study of preparatory students is not enough, let alone the integrated course teaching in basic Chinese. Besides, this study is most made by periodical so far. Every foreign student has his individual features, therefore, many research findings don’t adapt to preparatory students in teaching.I has been carried out for a period of three months of internship teaching in a university in Shenyang International Education Institute. Unique and difficult teaching gave me a deep impression. Therefore, as a participant of foreign language teaching I take the teaching practice of preparatory students in a university in Shenyang as the starting point, with teaching Chinese as a foreign language designing theories and integrated teaching theories as the instruction to design and research on Chinese integrated course teaching for them, which is taken as a research subject in graduate students learning process. I hope this can make a contribution to current teaching work for preparatory students in China and provide some reference to understand and improve the integrated course teaching for them.Chapter One:Introduction to research background, significance, theoretical basis, previous achievements, the research object and the main method used in this paper.Chapter Two:Introduction to the present situation of the teaching for preparatory students in integrated course teaching, including the analysis and existing problems for them in learning Chinese are discussed.Chapter Three:Offer a more specific teaching design for “where is the subway station” and its teaching reflection.Chapter Four:A summary of this paper whose significance, value, inadequacies and recommendations for further research.