Research On Explicit Teaching Design In Extended Meaning Of Directional Complement

Directional complement is the difficulty and focus in the teaching of Chinese as a foreignlanguage, a lot of foreign students to reflect that directional complement is hard to learn, hard toremember and difficult to use, in particular, the extended meaning of directional complement ismore abstract and complex, foreign language teachers consider that the syntax of the project isdifficult to teach, but it is often helpless. The extended meaning of directional complement inforeign language teaching profession has caused some concern, currently the most extensiveresearch for this point of view of the Chinese language itself; there are many Chinese as a ForeignLanguage teaching this perspective study, learners of different mother tongues about directionalcomplement bias and directional complement of the acquisition order. It is worth mentioning thatthere is no research involving the use of explicit teaching to aid directional complement teaching.During teaching Chinese in the Chinese literature department in University of Ulsan inKorea, through a questionnaire survey of the use of the Department of Chinese sophomorestudents about the extended meaning of directional complement, the purpose is to understand theextent of views and concerns of the students about the extended meaning of directionalcomplement, by this questionnaire able to understand the importance of the extended meaningteaching of directional complement. The findings suggest that the students look forward to a newteaching method about the extended meaning of directional complement, I also interviewed twoChinese teachers at the school, and try to know about their teaching methods and teachingeffectiveness, the result is not satisfactory.Therefore, I designed an explicit teaching on the extended meaning of the directionalcomplement class, including the explicit teaching of basic components, principles and steps,Explicit teaching of three core stages of the warm-up phase, implementation phase and thesummary stage, the warm-up phase of the dominant teaching students a clear understanding ofwhat they want to learn and why to learn content, teachers should make sure that students havesufficient prior knowledge to learn new knowledge and put the old and new knowledge throughthem. The implementation phase focuses on explaining what they learn, teachers must make thewhole learning content through the explicit demonstration and the dominant thinking dominance,cited listen as much as possible the real situation involving students, because the meaning ismore easy to understand, it can be to check students ’understanding; in the practice of guidanceand tips students should establish appropriate scaffolding so as to ensure the success rate ofstudent output, when the withdrawal of scaffolding according to students’ ability to beindependent the ability to apply knowledge; teachers should require students to demonstrate that they can solve their own problems and use the skills the ability of teachers to provide anycorrective feedback that can help students in this process-related tasks, and then only in the finalarrangements to ensure that students can fluent output of newly learned knowledge, and thecorrect rate is higher. Summary of the stage is to emphasize the key part of the review of theknowledge. In this article, the author attempts to use the explicit teaching to assist foreignlanguage teachers to teach the extended meaning of directional complement.Explicit teaching of this impact assessment take formative assessment purpose is to enablestudents from passive acceptance to assess changes in the assessment of the subject and an activeparticipant in the form of a combination of formative assessment and summative assessment,Summative assessment to test students’ learning and ultimately achieve the requirements of theteaching objectives. The main assessment of student assessment and teacher evaluation, studentassessment also contains a self-assessment. Enable students and students in the process ofstudent self-assessment and peer assessment, learning responsibility, self-assessment in order tocultivate the students try to use the Chinese ability to solve practical problems; peer assessmentin order to enable peer with each other to understand each other’s learning experience and apowerful force to realize that teamwork and cooperative atmosphere of learning how to improvelearning outcomes. Teachers to assess teachers should pay attention to provide students withspecific, correct and targeted feedback. The dominant teaching effectiveness assessment methodsare to verify the authenticity of the assessment and traditional assessment method of combiningthe students’ learning outcomes and level of understanding. The dominant teaching effectivenessevaluation criteria should be used the combination of quality and quantity of phase-way.Through Explicit teaching experiment and test, via the statistics of objective data, test resultsshowed that the students compared to the previous, the results generally improved and subjectiveexperience is also reflected well in the test. Teacher in the process of explicit teaching, can feel theinteraction with students, and gradually in accordance with the set of procedures and strictmonitoring of the performance of students in the discussion of the learning process, teacherobserved the change of students’ emotions the entire teaching process clear and overwhelmingresponse, the majority of students to teachers is certainly. Overall, the dominant teaching professorof complex and special extended meaning of directional complement is of some help.