Task-based Language Teaching Model Of Chinese Integrated Course Design

Since the20th century,the rise of task-based language teaching risen anddeveloped in foreign countries,and later it was interested by the foreign languageteaching circles.This way of teaching with emphasis on “learning by doing”(learningby doing),is a task-core unit,instructional design,organization, implementationapproaches.Task-based method is mainly used in English teaching in primary andsecondary schools in foreign countries.In China,since Xia Jimei and Kong Xianfengpublished in1998about “problems pedagogy” and “task-based approach” whichintroduced the detail of task-based method,it brought task-based teaching into ourenglish teaching circle.Since then, research on task-based approach continues to heatup.In foreign language teaching profession, task-based approach as a new pedagogyas mushrooming development in foreign language teaching profession.According toliterature survey shows that the current task-based approach in the application offoreign language profession focused on spoken language, teaching materials andgrammar teaching.I was in the mission of teaching Chinese in Peru during September2012to September2013.To improve the teaching of comprehensive Chinese inConfucius Institute,I tried to focus on “Chinese comprehensive class under task-basedteaching mode”, the way I put it into practice is through extensive investigation,instructional design practice and teaching experiments.And finally can use thismethod into my Chinese classroom in the Confucius Institute of Peru.This article is mainly from the six chapters to describe and approve this study.The first chapter is an introduction,elaborated the reason,the results of previousstudies and the purpose and significance of this study.It also elaborated the studies oftask-based pedagogy and instructional design theory of foreign countries.The secondchapter is the research about the integrated Chinese class of Confucius Institutes inPeru,mainly from the learners,teachers,supporting materials and auxiliary materialsand other aspects of the departure of the local comprehensive Chinese class.The thirdchapter is the overall design of task-based teaching mode of comprehensive Chinese class of Confucius Institute in Peru,this chapter carried out a detailed master planexpounded the “Task” that will implement in the class based on a large amount ofinvestigations. The fourth chapter is a case presentation of task-based teaching modeof the comprehensive Chinese class design, a detailed presentation of “buyingclothes”. It shows every step of the teaching mode. The fifth chapter is thedescription and the conclusion of the case presentation.The last chapter is the overallsummary of the whole study.It mainly conclude the advantages and disadvantages ofthe present study and ideas for future follow-up studies.