Preliminary Study Of Spoken Chinese Teaching In Mongolia Middle School

With the increasingly close relationship between China and Mongolia,trade isincreasingly frequent, an increasing number of Mongolian people are beginning tolearn Chinese, More and more specialized Chinese school in Mongolia. At the sametime, the growing demand for Chinese language teachers. A large number ofvolunteers Han ban sent to Mongolia. I was lucky enough to be one of the volunteerswent to Mongolia. This paper is the author based on experience, a year of teachingpractice in Mongolia to explore the thinking from both the practical and theoreticalaspects of spoken Chinese teaching on how to conduct a preliminary inquiry, oral testof HSK and Chinese oralcommunicative competence raised has important guidingsignificance. The first foreign language spoken teaching situation and the HSK oralteaching current situation analysis, then Mongolia spoken Chinese teaching situation,student performance of the Chinesespeaking ability, students’ characteristics andproblems in analysis, then put forward the method of teaching suggestions and solveteaching problems, Mongolian students studying Chinese spoken, a detailed analysisof oral HSK(Advanced) syllabus,For the outline of the examination requirements,and aim to investigate in detail how to improve the quality of the classroom toimprove teaching contents and methods, focusing on innovative practice.HSK oraltest is to teach students not only been greatly improved, the satisfaction rate of people,and students of Chinese communicative competence is significantly increased,most ofthe students can speak fluent Chinese and authentic. I tried through this year ofteaching practice, the establishment of an effective teaching model, after theMongolian spoken Chinese teaching to provide effective guidance, and later volunteercan be tracked way to improve the efficiency of oral teaching.I mainly use in the text the way of the side of the experimental side of teaching,teaching four classes in grades9,10,11three students.Different grades, but the oralproficiency of students have passed the intermediate level of HSK oral.With teaching, is different only in the progress of teaching and knowledge on the degree of difficulty.The author in the whole process of teaching, while the use of theory to guide teachingpractice, while the results were analyzed according to the actual situation of studentsand test feedback to adjust teaching methods. In the teaching process, I integrated useof a variety of teaching methods, learn from the old volunteers to summarize the redand blue pedagogy into the Contextual Approach. And focus on teacher-studentinteraction in the teaching process, Students actively participate in, interest in learningChinese is becoming increasingly strong, willing to say that the Chinese not openmouth from the initial to the final, the initiative, said the Chinese finally madegratifying achievements. Students’ use of language, cultural awareness and overallverbal expression levels by leaps and bounds, and use language accurately,appropriately, the verbal fluency and complexity is significantly increased. Grade9Class A HSK oral (higher) rate of83.3%. Class B rate of88.8%, grade10and grade11pass rate was100%. All the data in this article are the author of the actual datarecorded in the teaching process. I hope this article can provide some help in teachingChinese as a foreign language teacher, the teaching of spoken Chinese have practicalsignificance, also hope that I can make a contribution to the Oral Chinese teachingand research academic.