Cib Chinese Summer Program In 2011 Grade Four Case Studies

It is known that no kind of phenomenon exists single-handed. The best way to find out a find a more suitable way and a more effective method of TCSL is to fully analyze the currently existing resources and to discard the dross and select the essence. The short term programs in colleges both home and abroad, which have began since20years ago, are still booming these days. Therefore, there must be great merits for all the mode of teaching, concept and method which are adopted in current teaching. And it is very meaningful to give a deep analysis of them.This article is based on the method of case study". It analyzes the2011Columbia University Chinese Summer Project (CIB)’s fourth grade teaching activities, including records, interviews, investigation. In this article, topics like teaching method, textbook writing, and class organization are viewed based on the author’s own experience and observation as a CIB drill session teacher. And a suggestion is given at the end of the article.This article divides into three chapters.The first chapter is the introduction, which mainly introduces the selected topic reason, significance, and current research status at home and abroad. It also introduces the main research method, research content, feasibility analysis, possible problems and solutions as well as the research data and stage achievement which already exist.The second chapter is the case study of the fourth grade teaching in CIB. It includes five parts:the Introduction of project history and changes, the teaching method and teaching materials, teachers and students, teaching organization and implementation, test and evaluation. And relative charts are given in this chapter to further analyze the construction of the teaching mode of CIB.The third chapter discusses some thinking and advices about the CIB program. It views the existing problems in CIB in three aspects:theoretical basis, planning and execution. Specific problems are further discussed in each dimension, which includes negative effects brought by theory support, the deficiencies in students’class grouping, testing problems, operational execution problems and attitude problem. In this chapter, interviews and survey are given to support the relative opinions.The conclusion summarizes and reviews the limitations of this study, and the expected follow-up study.