The Research And Teaching Design Of "Duiyu、Guanyu"

Begin with ontology research,this article focuses on making a teaching designof grammar class basis on preposition “duiyu,guanyu”for intermediate Chinese levelof students in the guide of the theories of teaching Chinese language as a foreignlanguage and teaching design.This article is divided into five chapters,the content of each part is as follows:The first part is introduction which mainly introduces topic choosingreasons,research significance,research scope and thought and the source of corpus.The second part summarizes the studies about “duiyu， guanyu”,includeontology research in modern Chinese and related research in teaching Chinese as aforeign language.Besides it also analyzes the general situation of research aboutteaching design,including overview and development of teaching design and presentsituation of the study on the teaching design in China.The third part is about the analysis of the teaching design content. Combiningwith “three plans”grammar theory,this part investigates “duiyu,guanyu” frommultiple perspectives on the basis of existing research on the basis of which,“duiyu,guanyu”and other related preposition are annlyzed,including the comparisonof “dui” and “duiyu”,”guanyu” and “zhiyu”.The forth part illustrates the various factors which influencing the design ofclassroom teaching and elaborates the elements of the classroom teaching design.The fifth part is the priority among priorities,which specificly makes a teachingdesign of grammar class basis on preposition “duiyu,guanyu”for intermediateChinese level of students,specifically includes teaching content,teaching key,teaching methods,teaching aids and teaching process.Finally this part alsoevaluates the actual effect of classroom teaching,so as to provide some reference for“duiyu,guanyu”teaching in the future.The conclusion part summarizes some basic conclusions and deficiencies in thisaiticle.