Takes The MIB Program As The Research Subject To Explore Into The Given Teaching Approach Adopted

Teaching approach is a pathway connecting teaching theory and practice. Itfacilitates systematic research of teaching, and guides teaching practice in a conciseand concrete way. The given teaching approach adopted in American programs forChinese language learning in China has drawn wide attention within the field becauseof its high teaching effectiveness. Research on this teaching approach will havetheoretical and practical significance in studying the Chinese teaching methods aimedat different nationals and native languages, and the conventional Chinese teachingmethod.This paper takes the MIB program as the research subject to explore into thegiven teaching approach adopted in American intensive programs for Chineselanguage learning in China. The researcher conducted some field research, attendingtrial teachings of new teachers, and interviewing and communicating with programmanagers and some of the teachers. The general teaching approach of the MIBprogram is presented and compared with that of other similar Chinese teachingprograms. Finally, it comments on the given teaching approach of the MIB programand offers some advice to conventional Chinese teaching.The research finds that the MIB program, with its sound and scientific teachingmechanism and high teaching effectiveness, provides reliable reference forconventional Chinese teaching despite the flaws in its teaching contents and methods.Hopefully, this research will be used as literature for future studies on the giventeaching approach of American intensive programs for Chinese language learning inChina, provide guidance for the promotion of relative programs, and inspire futureChinese teaching. This paper consists of four chapters:Chapter one comprises three parts: explaining the background and significance ofthe research; expounding previous research from home and abroad on Chineseteaching approaches, the given teaching theory and its application; and explicating theresearch methodology, theoretical basis and innovation of this paper.Chapter two examines the MIB program, and elaborates on the teachingapproach of the program by explaining respectively its theoretical basis, teaching objective, teaching principle, teaching process and teaching evaluation.Chapter three compares the teaching methods of the MIB, the ACC and the HBAprograms. It analyzes the similarities and differences between the three programs instaff, placement exam, teaching method, teaching concept, source of students, studygoals, curriculum and extracurricular activities, so as to fully understand the teachingapproaches of American intensive programs for Chinese language learning in China.Chapter four comments on the given teaching approach of the MIB. It points outthat the merits of the MIB program are high teaching effectiveness and a sound andscientific teaching mechanism, but the flaws in the teaching contents and approachescould have negative implications. It then argues that the given teaching approach ofthe MIB program will provide reference for conventional Chinese teaching in terms ofteaching concept, teaching design and its implementation.