Though Did Not Understand, But I Like It

With regard to today’s teaching of Chinese as a foreign language, except for considering what to be taught to the students, the teachers should pay more attention to considering how to teach. During the phase of the theory study and practice, the author also observes and considers how the teacher can realize the optimization of the classroom teaching process with the least energy and time. By virtue of such starting point, this paper takes Although I Do Not Understand, But I Still Like it as an example, and performs the teaching design of the preliminary Chinese oral class. The integrat ion of the theory and practice runs through the practice observation and experience description. The paper is divided into four chapters. It expounds the research significance, and research background of the teaching of Chinese as a foreign language, the problems in the classroom teaching, and ideal classroom teaching. Finally, the author carries out the classroom teaching design on the specific cases and makes teaching reflection. The final conclusion is as follows:as it is a skill course with the obvious communication property in the Chinese language teaching, the teacher should make the "student-centered" teaching idea run through the design process of the oral language teaching; the teaching design that the same teaching material is corresponding to should not be followed all along, and the teachers should make constant improvement and adjustment on the existing problems in the classroom according to the status of students and the change of the teaching environment; the well-designed contextual model and the sufficient utilization of the teaching resource are required for the oral language classroom, and the teachers should actively create oral language atmosphere for the students, so as to enable the students to master what they have learned from the class, apply the language in the authentic context with high efficiency and give full play to the function of the language.