Teaching Chinese As A Foreign Language Classroom Observation And Major Event Analysis

Teaching Chinese as a foreign language is a kind of teaching Chinese as a second language. Therefore,it should not only conform to the law of language teaching but to the laws of the second language teachingand foreign language teaching. So the author selected three typical Chinese-teaching teachers from2012international Chinese teaching graduate students: Yin Li has already been a Chinese teacher in a highschool for one year; Wang Dan has taught foreign students Chinese for two semesters; the author herselfhas also taught foreign students Chinese for one semester. Meanwhile, the author has taught local Chinesestudents English for over28years. These three individuals have different language teaching backgrounds,but each of them deals with Chinese in class in different ways because their life experience, interests,preferences, teaching comprehension and teaching experience are not identical.The second, third and fourth chapters are the main part of the thesis. The author selected the specificobservation points, analyzed problems and reflected the crux in the form of discussing while describing tofind a solution to countermeasures.In the second chapter, the author observed Miss Yin’s lesson about greeting, organization of teaching,classroom error correction, group discussions, the explanation of the dialogue and other aspects. Sheproposed a medium of trade-offs, the timing of the error correction, thinking after the discussion,interactive dialogue, ownership of discourse, good teaching literacy and other issuesIn the third chapter, the author observed Miss Wang’s lesson about asking students questions,illustrating, and idiom interpretation. She proposed the creation of scenarios, as well as the combination ofpragmatic, identify problems, paying attention to everyone, idioms teaching, and cultural infiltration.In the fourth chapter, through the video, the author observed the organization of teaching, review of the new words, homework evaluation, etc. She proposed elaborate designs, clever warming-up,consolidation by games, paying attention to the pronunciation, the creation of scenarios, and oralcommunication feedback in time.In Chinese as a foreign language classroom observation, the author observed facts as accurately aspossible, but because her own experiences and observations are likely different from others’, she adds herown opinion and explanation. Therefore, the author used a qualitative classroom observation named fieldnotes.Of course, empirical research is also inseparable from the documentary research. Through onlinesearching, borrowing books from the library and some other ways, the author has learned a lot of researchresults of others, while looking for her own growing point.It is very important to observe and analyze the classes of Chinese as a foreign language, but it is easyto be ignored in the practical teaching and it’s very difficult to carry out. On the other hand, the subtleobservation of classroom activities is an important content of teaching Chinese as a foreign languagediscipline theory construction, and its research prospect is very broad. Therefore, this field is well worthcultivating. Students majoring in Chinese as a foreign language should constantly improve their teachers’quality, master professional knowledge, attach the importance of teaching reflection and they will fullydisplay their talents in the classroom teaching in the future.