Research On Chinese Topic - Based Teaching In Overseas High School

In the senior high schools of New Zealand, Chinese language teaching is carried out through thematic instruction, under which the teachers design various themes and subthemes for teaching and practice in combination of Chinese language culture and communicative functions according to the relevant course contents and reference documents of the examinations formulated by New Zealand Education Ministry. Based on the personal practice experience, the author has made the observation and analyses of the thematic instruction adopted in the three sections in senior high school Chinese teaching, which are selection and arrangement, implementation, and assessment.This thesis is divided into five chapters as follows.Chapter one:introduction. The origin and the significance of the thesis and the study method and contents are covered in this chapter, as well as the conclusions made in the thematic instruction of Chinese teaching as the second language.Chapter two:the theory and practice of the thematic instruction. This chapter is broken into three sections. According to the academic research of both the mode itself and the mode in foreign language teaching, the author summarizes and refines the theory and applied modes. Afterwards, the author comes up with the new comprehension of the teaching mode discussed in this thesis.Chapter three:an overview of the Chinese language teaching in the secondary schools of New Zealand. In this chapter, the author would like to introduce the primary and secondary education system of New Zealand and classify the Chinese course contents into ranks to correspond to the students’ grades. And then all grades will be focused on and the overall situation of Chinese language teaching of the school will be introduced and analyzed.Chapter four:the Chinese language teaching observation and analyses of the thematic instruction in Columba College. In the first section of this chapter, the selection and arrangement of the theme of this senior high school courses will be discussed. It is proposed that the selection of themes will be authentic, dynamic and normal in life and have some guidance to practice, and associated with other subjects. As for the contents and arrangement of the various themes in the three grades of senior high school, the author suggests a few steps to obtain language knowledge and polish language skills, such as the regulation of the thematic ranks, the junction of the interdisciplinary knowledge, the vertical penetration of language knowledge and horizontal development of social interactive competence. Finally, the author looks at the different education stages of the whole school and assumes the implementation of the cross-phase and cross-age theme of thematic instruction in Chinese language teaching. In the second section of this chapter, the author points out that it is necessary to diversify the interactive subjects in the teaching process. During the switch of the activity scenes, various forms of the output will be produced. Section three is about the assessment of the themes, which is conducted through multi-dimensional formative assessment and summative assessment. Chapter five:conclusion. This chapter is a summary of the research and a statement of the research limitations.