The Application Models Of Video Used In The Intermediate TCFL Oral Class Under The Instruction Of Constructivism

Oral Chinese teaching as a basic course plays an important role in overall teaching Chinese as a foreign language and has a strong practical significance for foreign students’Chinese learning, especially in helping the students in transition from class learning to real life applications. However, the traditional oral class does not do well in providing students with an efficient and inspiring learning environment and lacking of modern teaching resources, such as videos. The video, as a high quality learning resource of Chinese oral language acquisition is abundant, however, few students know how to improve their spoken skills by applying it as a learning resource in in-and-after Chinese spoken class and teachers neglect it’s significance and function as well. As a result, current oral Chinese class, to some extent, fails in enhancing the learners’ communication ability and makes learners be less productivity in oral class. The theory of constructive learning emphasizes the central role that students play with the help of the teacher. The learning process of the students is not one that passively accepts knowledge, instead it is an active constructive process based on the student’s previous knowledge structure and past experiences, establishing their own awareness and understanding by assimilating and complying with new information gained through situational conversations, collaborations, and meaningful constructions. Author in this thesis introduces the Constructiveness teaching method as the instructional principles of how to applying videos in intermediate Oral Chinese teaching and puts forward two teaching models which have been applied in the internship in teaching the exchange students from University of Copenhagen. Author hopes that the two new teaching applications’value would be recognized by more teachers and be applied in their teaching practices.