Teaching Design On Advanced Chinese Comprehensive Course Based On Performed Culture Approach

Comprehensive courses are important curriculum in teaching Chinese as a foreign language, which require students to be able to have complete control of the language elements and language skills, with particular attention to the combination of structure, semantics, pragmatics and culture, the combination of knowledge and practice. At the same time, what Chinese language learners are learning is not only a language, but contains the connotation of the culture behind the language that can be used in actual communication and is in accordance with the cultural norms of the language. This requires teachers to explore more rational and appropriate teaching methods, can never be simply infusion or rote learning.On the basis of predecessors’research, this paper makes a systematic summary of the relevant theories of "performed culture", and briefly introduce "performed culture" of the relevant concept, teaching mode, teaching methods, curriculum evaluation and performance evaluation etc. In the meanwhile, from four aspects, the spoken development courses, spoken application courses, reading courses and writing courses, summarizes the Chinese curriculum design in America guided by the "performed culture approach".As inspiration, the author according to the characteristics of advanced stage comprehensive courses teaching of foreign students in China, with the purpose of fully improving the advanced Chinese learners’ listening, speaking, reading and writing comprehensive communicative ability, using Advanced Comprehensive Course Ⅰ of Developing Chinese (second edition) published by the Beijing Language University Press as the major teaching materials, referring to the matched set of reading, writing materials and other useful materials related to classroom teaching, on the basis of reference to the present teaching material written instructions and International Curriculum for Chinese Language Education, the author combines the relevant theory and practice of performed culture, and makes a complete teaching design for one semester, aiming to perform Chinese culture in the process of language learning, develop their ability to communicate using Chinese cultural thinking mode.The first chapter of this article is the introduction part which summarizes the related research background and significance of TCFL in recent years, summarizes the related research detailedly on three areas:Chinese culture teaching in comprehensive courses of TCFL, Teaching design of comprehensive courses of TCFL and performed culture, and makes a brief introduction on research contents and research methods of this article.The second chapter systematically presents the relevant theory of "performed culture", briefly describes the related concepts of "performed culture", and lists the performed culture approach in teaching patterns and methods in teaching practice. In the meanwhile, from four aspects, the spoken development courses, spoken application courses, reading courses and writing courses, summarizes the Chinese curriculum design in America guided by the "performed culture approach".In the third chapter, based on previous studies, the author analyses the characteristics of teaching objects, makes a detailed analysis of the teaching target and teaching material selected, at the same time, designs a semester of senior comprehensive courses using the performed culture approach which is suitable for the teaching objects. The design enriches the frontline of Chinese teachers’ teaching mode and teaching design.The fourth chapter, teaching design case part, the author takes the second lesson Give a Name of Advanced Comprehensive Course I of Developing Chinese(second edition) published by the Beijing Language University Press as an example, which introduces8classes of teaching plan in details, highlights the importance of teaching Chinese culture, performs the important sentence patterns and the important cultural points, and explores the difference of both language and culture teaching design from general Chinese language teaching mode.The fifth chapter of this paper does a brief summary, and points out the deficiency of thesis writing process.