Calligraphy Teaching Of Chinese As A Foreign Language

In recent years,"Chinese hot" in the world rises. More and more foreigners begin to learn Chinese, desire to understand China and Chinese culture. Hegel once said:" Chinese calligraphy most clearly reflects the spirit of Chinese culture ". Therefore, teaching foreigners Chinese calligraphy has great prospects. This article is to study the foreign calligraphy teaching and put forward opinions and suggestions to the teaching.This article is divided into five chapters:The first chapter studies the origin, explaining why I choose the topic and list out the achievements of predecessors.The second chapter studies the significance of Chinese calligraphy teaching in the foreign Chinese teaching. I explain the significance of the cultural transmission of calligraphy as well as its role in the teaching of Chinese characters. Significances of calligraphy to cultural transmission include three aspects:1, calligraphy embodies a rich aesthetic value;2, calligraphy embodies the spiritual connotation;3, calligraphy embodies the deep philosophical thought. Moreover, impacts of calligraphy teaching on Chinese characters teaching also include three aspects:1, It can stimulate students’interest in Chinese characters;2, It can improve students’ability to understand Chinese culture by helping them recognize the ancient Chinese characters. The third chapter analyzes the similarities and differences between the foreign calligraphy teaching and that of a Chinese traditional one. The main similarities are:1,They both have aesthetic functions;2, As an art teaching, they share almost the same technique on the forms and methods of teaching. The main differences are:1, They have different teaching objects;2, They differ from both teaching contents and teaching focuses;3, They have different requirements for teachers;4, Teaching methods are more abundant.The fourth chapter firstly recalls the conveying history of overseas Chinese calligraphy of different historical periods, and its impacts of calligraphy development on Southeast Asian countries, especially on Japan and Korea; secondly, it analyses the current situation of foreign calligraphy teaching; with a material of a complete foreign calligraphy lesson given, finally a conclusion was drawn:In recent years, Chinese calligraphy teaching at home and abroad has made remarkable achievements while obvious issues existing at the same time. The Obvious shortcomings are:1, different degrees of attention to calligraphy courses;2, there are no uniform materials;3, teachers are not stable and weak;4, there is no scientific and effective teaching system.The fifth chapter puts forward my personal ideas on improving the course in foreign calligraphy teaching. This chapter is the focus of this article. It is specifically divided into four parts. The first part is its set of teaching content should include three elements:1, description of the basics of calligraphy;2, calligraphy skill training;3, spreading the spirit of calligraphy culture. The second part is about the choice of calligraphy teachers who are required to possess three abilities:1, they should have a professional level on calligraphy;2, they should have experience and ability of foreign language teaching;3, and they should have a profound traditional Chinese culture. The third part is about the teaching principles to be followed, specifically there are five ones:1, the principle of combining cultural communication skills with aesthetic perception;2, Tai wan principles;3, the principle of gradual and orderly progress;4, individualized principles;5the principle of combining calligraphy teaching with Chinese teaching. The fourth part is about ideas of teaching methods:1the teaching method of combining rubbing copies with teachers’demonstration;2the teaching method of sentiment inspired;3, the TELL teaching method meaning "Give a man to fish";4, the teaching method of guiding students to active learning according to their interest;5, the use of modern teaching methods assisted instruction;6, the Teaching form of combining training techniques with work creation;7, the teaching form of classroom activities combing with related activities.