The Exploration Of Teaching Model Of Chinese Interest Classroom In American Elementary Schools

With the rising momentum of the worldwide spreading of Chinese-teaching cause,Confucius Institutes and Confucius Classrooms in the United States are spring up fast. Peoplewith different motives come into Chinese classrooms in communities, schools and variousorganizations. Therefore, a developed Chinese-teaching model is in urgent need to be testedwithin teaching practice on American soil, contributing to the Chinese teaching cause.Based on the researcher’s one-year teaching practice in the U.S., this paper intends tosolve the most urgent problems and explore the teaching model for Chinese classes inAmerican Elementary schools with the help of American foreign language teaching policyand the actual situation in local schools.An effective teaching model requires five necessary elements: teaching theory, teachingobjectives, teaching procedure, prerequisite and evaluation. This paper is aimed at exploringthe construction of Chinese-teaching model in American elementary schools This paper ismade of five parts. The first part introduces the reason to choose this topic, the purpose of thisresearch, relevant theories and the objects of this research. A specific type of teaching model,task-oriented teaching model based on culture experiencing, is proposed during the secondpart. Chapter three analyses theories and practical basis to construct this teaching model fromthe following three aspects: second language acquisition, psychology-related orpedagogic-related theories,21st century foreign language teaching standards and objects inAmerica. Chapter four examines specific teaching cases to investigate the approaches toconstructing this teaching model: improving the comprehensive quality of Chinese teachersabroad, preparing teaching content based on culture experience, employing various teachingmethods yet task-based method as priority, perfecting teaching evaluation system. In the lastchapter, the researcher inspects the construction of the teaching model in general, identifyingdeficiencies, anticipating the value of spreading this teaching model.