| Classroom teaching is a basic form and practice of language teaching, so thestudy of classroom teaching is an important part in the teaching of Chinese as a for-eign language. In classroom teaching, the structure of classroom teaching includestwo aspects: time relationship and spatial relationship between the elements. Thetime relationship between the various elements mainly refers to the order of theteaching and learning activities which are usually referred to as teaching procedure,teaching steps and teaching process; spatial relationship mainly refers to the hierar-chical relationship of the teaching contents, the logical relationship of classroomteaching. Design and Research of the teaching structure have great guiding signifi-cance for improving the quality of classroom teaching of Chinese as a Foreign Lan-guage.The comprehensive course is the core course for teaching language which fo-cuses on the skills of listening, speaking, reading and writing. It is a liaison of otherspecialized courses. Case studies on Chinese Comprehensive Course can providesome practical and guiding methods to design and implementation of the structure ofclassroom teaching. Case study is the best research method to conduct academic ex-changes and seminars. Through case studies, we can integrate methodology withpractice and get expertise on practical classroom teaching. This paper makes anin-depth analysis of some teaching cases, in hope of finding efficient and persuasiveresults to support the design and implementation of the classroom teaching structure.The introduction of this study elaborates the significance of the study and theresearch methods. This part aim to finding the breakthrough point from the re-searches both in domestic and abroad, and carry on further analysis and research ofclassroom teaching structure. The second chapter mainly discusses the design theoryof classroom teaching structure and implementation methods. It involves the conceptand essential principles of classroom teaching structure, the principles for design andimplementation of classroom teaching structure. It also discusses the teaching awareness and behaviors in classroom. In the third chapter, six preventative videosare selected from Chinese Comprehensive Courses in Thailand. I describe these casestudies in detail from different angles and mainly analyzed from the perspective oftime relationship and spatial relationship. Through contrastive analysis, the feasibil-ity and limitation of the classroom teaching structure design and implementation aredemonstrated. Enlightenment in the comparison of the six cases is concluded, andsome suggestions are given for Chinese comprehensive course teaching on theteaching planning and the application of teaching methodology. It mainly suggeststhat the teachers should design a multi-dimensional and well-balanced classroomteaching structure. The teachers should choose the teaching methods that match withstudents’ cognitive process, emphasis the integration of teaching and learning, andensure the structural integrity during the teaching. A logical design of classroomteaching structure has to base on the real situation of students, adopt various flexibleteaching methods to reflect the dynamic nature of teaching structures. The last chap-ter concludes the research objectives and research process. It is hopefully to providefeasible methods in improving the designing and implementation of the classroomteaching structure for Comprehensive Chinese Teaching in Thai secondary school. |
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