On The Role Of The Differences Between Classroom Management And Design In Chinese Teaching

Learning Chinese as a second language, you need to made your students master listening, speaking, reading, writing and other basic skills. And the Chinese as a foreign language taught to students, more focused training session capabilities. Xi’an International School in Hanova. the author conducted a five months (one semester internship time International School) internship, which is designed to accept an international school for teaching children of foreign objects school, I was assigned to the developing level students in primary school. Before 12 years old at the side of the stage language, foreign language study showing the ability to accept and strong features, but if it put a new foreign language as a language of its own, you need to constantly through professional, targeted training this idiomatic language knowledge of the language into their own language skills. Language in the side of the stage for students, plasticity is very strong, because from different linguistic and cultural backgrounds, so the special ability of different ages, different language backgrounds and language skills of students presented included this language are not the same. Therefore, the study of Chinese language learning stage it is essential differences, and differences based on this stage guide classroom management and classroom design.In the course of the internship, for this primary school pupils Droop level analysis, and comparative analysis of the student’s record performance in class, through the ages, students from different linguistic backgrounds classroom observation, recording their specific classroom performance, compared to its Chinese learning process, face different Chinese knowledge and different teaching methods, their absorption of Chinese. According to the author’s own practice and teaching experience, summarize and improve classroom design, differences in language teaching stage of analysis and study, as well as a comprehensive, systematic curriculum design. Among them, the setting causes and achieve results on all aspects of classroom teaching are analyzed, and briefly described.This paper consists of five parts altogether. The first chapter is the introduction, mainly on the background, significance and research methods, as well as author of the research innovations. Due to special school settings, so I contacted a sixth grade student, and where students from each grade has different countries, mostly in South Korea. So I had the honor to face a large number of students from different backgrounds, to teach students from different age Vertically and Horizontally from different linguistic background knowledge of the same subject, in order to explore the differences of different classes and stage design; second chapter introduces the concept of the classroom portion, for example, what is the classroom management, what is the classroom design, and classroom management and design is how to complement each other to use in the classroom practice. And a brief introduction to the process used in classroom teaching gameplay, as well as Chinese language capabilities of each individual game workout.; The third chapter focuses on the theoretical basis of classroom teaching, through theoretical overview behavior seriously and structure in three areas, highlighting the differences between the different stages of the face in the classroom language teaching how to accomplish the task, and by three interrelated aspects of the theory of curriculum design and focused guidance. Through the guidance of practice theory, elaborated longitudinal sixth grade curriculum by observing and recording, as well as the lateral Korean students and European students courses from different perspectives on how to analyze and design students of different ages and cultural backgrounds instructional design, purpose that help students develop their strengths at the same time to make up the short board; chapter is based on a knowledge point, for example, detailed instructional design, curriculum design and training of each sub-ability students.