Vocabulary Teaching Design On Teaching Chinese As A Foreign Language(Primary Level)Based On Ebbinghaus’ Theory Of Memory And Forgetting

In teaching Chinese as a foreign language, vocabulary teaching has not been attached much importance as it should have. Vocabulary teaching is in the subordinate status both in compiling books and in the teaching practice. In recent years, there have been many scholars beginning to realize the importance of vocabulary teaching, but the researching on vocabulary teaching is still not enough, especially on the problem of vocabulary memory, which is annoying for most students. Therefore, it is still an important topic for language teachers to help learners to memorize the words effectively and use it correctly and flexibly.To solve the problem of Chinese words memory for foreign students, this paper specifically designs a set of teaching plan for the Chinese oral vocabulary, namely,"four strokes in one system", based on the theory of memory forgetting curve by Ebbinghaus, a well-known German psychologist, referring to the study on memory psychology from the domestic and foreign scholars. Through the scientific time arrangement, logical content, the teaching design offers one time to learn the target words and three times to review them respectively, which will help learners reappear words in their minds before forgetting it. This teaching design will help learners to memorize vocabulary effectively, step out of the cycle of a poor lasting memory of vocabulary and eliminate the fear of it.This paper will relate the basic theories on teaching design, intentions and goals expected, deeply analyze the characteristics of teaching objects, in a concise language discuss the concrete teaching strategies applied to teaching design, and paraphrase the important and difficult points in teaching plan. Following these, it specifically designs a practical teaching plan in the form of "four strokes in one system" concerning vocabulary teaching:The first vocabulary teaching aims to enable students to memorize and master relative word collocation as well as the contexts in using them on the basis of understanding; the second helps students to review the words they learned during last class in the form of playing games on the second day following the first vocabulary teaching; the third is arranged on the seventh day after learning the new words, and the words to be reviewed will be integrated in the exercises of the current class; the fourth takes place on the fifteenth day after learning the new words, and the new words will be reviewed once again by combining the present teaching contents with team tasks. Finally, based on the survey of the learners’ vocabulary memory effect and teachers’ self-assessment, this paper reconsiders the defects of the teaching design and improving measures, and explains suggestions and ideas about the Chinese vocabulary teaching. It is expected that this paper will contribute to the research on the future’s vocabulary teaching concerning teaching Chinese as a foreign language.