Intermediate Spoken Chinese Instructional Design Based On The Situational Teaching

Chinese language is divided by written and spoken language.Learning Chinese language is not only require to master the written language, but also require to master spoken language.To be skilled in spoken Chinese is indeed an important way to improve Chinese language skill.In Mongolia, Chinese teaching is started long way back but because of its way to attach importance to grammar teaching,students Chinese character learning skills long neglected.And because of the lack of Chinese learning environment, students Chinese learning ability is lacking greatly.Traditional education methods lacks teaching environment and because of classroom often being have boring atmosphere, teaching efficiency is low, its influencing students learning ability.So we think using situational teaching methods in Mongolian universities can increase students Chinese spoken language skills.Situational teaching methods are according to the students age, psychological character, their cognitive rules combines with the teaching materials and take full advantage of the environments.To create detailed scenes, and to form abstract language into specific,detailed language environments can create as much as possible efficient Chinese language environment. By creating it, students can be more interested in Chinese learning and speaking Chinese language with thinking like Chinese person and behaving like Chinese person.In Chinese language, teaching is the most important and make full use of detailed specific image and environments can create immersive feeling and language materials to inspire students with a Chinese expression, thoughts and to use the ability to understand and express the Chinese language. This paper is about the situational teaching in Mongolian University.According to the current situation of Mongolian Chinese language teaching curriculum, standard language teaching level very low and it’s often said "more time spent, less lesson learned". Overall, this paper is divided into four chapters. The specific contents summarized as follows:First chapter includes the significance of this paper and provides an overview of these research content, research methods, to introduce scenario pedagogy theory foundation and summarized previous scenario pedagogy in teaching.Second chapter, includes spoken Chinese language teaching classroom research analysis of Otgontenger University of Mongolia.Based on the analysis of research, to understand the expectation and the attitude of the students toward spoken Chinese lesson teaching scenarios in their university.Third chapter includes Otgontenger University’s intermediate spoken Chinese language situational teaching design.Last chapter, includes situational teaching method based spoken Chinese lesson’s specific classroom design.