A Study On The Teaching Of Associated Words In The Hypothesis Of Senior Middle School Students

Related words in the assuming complex sentences have no real meaning and flexible application, therefore international students make mistake frequently when using related words in the assuming complex sentences. For this situation, this dissertation started with carrying on statistic of the distribution for related words in the assuming complex sentences based on The Outline of Chinese Teaching to Oversea Students(for long term study),The Outline of HSK Level Standards and Grammar Level, The Development of Chinese and Chinese Textbook; Then, we sent questionnaires to The International Culture Education College of Heilongjiang University and The Hong Kong Polytechnic University about the learning of senior students and the teaching of teachers on related words in the assuming complex sentences. And by the collection of corpus in HSK dynamic corpus, we classified the biases when using related words in the assuming complex sentences with the method of basis analysis, and analyzed the causes. Finally, according to the statistical results and biases analysis conclusion, we proposed some suggestions on the teaching strategies, learning strategies and textbook compilation. In the aspect of teaching, teachers should follow the principle of the step by step and combining practice with teaching, and use the diverse teaching methods in classroom teaching, emphasis on students’ feedback; In another aspect of textbooks compilation staff should pay attention to realization of related words in the assuming complex sentences, and enrich the teaching material content, to keep pace with the times.