The Research On Interactive Teaching In Primary Oral Class Of Chinese-for-Foreigners

In recent years, it has become an inevitable trend in teaching Chinese as a foreign language that teaching methods and second language acquisition theory are integrated and that teaching theory is adopted in teaching practice. As an open and effective open teaching philosophy, interactive classroom teaching emphasizes coordination of various factors in the teaching process, which is conducive to leverage the major role of students and guiding role of teachers. Currently, interactive classroom teaching model has been applied to class teaching of Chinese as foreign language classroom, especially in primary oral class. Communication is a must in oral classes, thus there must be interaction. However, the primary spoken language lesson, the effectiveness of interactive is yet to be improved, so this thesis carries out a survey and study on the interactive teaching in primary oral class.This thesis consists of five parts. Part one is an introduction, in which the research question is raised, and the findings of the primary spoken Chinese teaching as well as the status quo of the interactive teaching of primary oral Chinese are elaborated. Part two probes into the interactive teaching of primary oral Chinese. In this part, the significance and interactive approaches of interactive teaching of primary oral Chinese are analyzed to provide teachers with basis for interactive design, which is of practical significance. Part three discusses the status quo of interactive teaching of primary oral Chinese and students’opinions about interactive teaching through analyzing the results of the questionnaire survey. In part four, a comparative analysis of two cases is given to understand the status quo of interactive teaching in primary oral Chinese classes so as to provide teachers with basis for interactive design. One case is a demonstration class of primary oral Chinese teaching led by an experienced teacher, the other is one led by less experienced teacher. Part five puts forward some suggestions for the interactive teaching of primary oral Chinese. Part six is the conclusion, in which the innovation and inadequacies of this thesis is summarized.