A Research On The Model Of US K-5 Chinese Teaching

American K-5 Chines teaching is a second language teaching for the US K-5 learners (K-5 stage refers to the United States kindergarten stage and the elementary school level. The length of K-5 program lasts six years. It severs the leaners from 5 to 11 years old). Because of its special education background, this teaching activity has its own peculiarities. It is not only affected by the learner characteristics, but also by the State education system and the organizational form of K-5 foreign language teaching at different schools. Meanwhile, due to the lack of language environment and the restricted target language input source for leaners, sufficient using of the target language is a critical issue. Subject to the impact of its special features, the activities-oriented teaching approaches can be applied in this teaching field. On the basis of the author’s own actual teaching experience in the US, this thesis summarized a set of activities-oriented instructional design models to suit the need of Chinese language teaching for American K-5 learners. Those models include the lesson plan template; the description of application on TPR, TPRS, TBLT and PBL approach; as well as the coordination of the teaching methods in the actual class. These teaching methods adapted to the stage characteristics of the K-5 learners, in line with the needs of their cognitive ability. Meanwhile, they are able to effectively expand the use of the target language in the classroom, and promote the development of learning. For new TCFL teachers who have newly started their teaching in the field of oversea children’s Chinese teaching, the eleven models summarized in this thesis can be used as lesson design template, class operating instruction and teaching materials design templates.This thesis includes five parts. The first chapter is an introduction section. It discussed the research background, statement of research and summarized the research significance.The second chapter is a review on the US K-5 Chinese teaching. It defined the characteristic of the US K-5 Chinese language teaching, and researched the specificity of US K-5 Chinese teaching from two dimensions, which are the education background and specific learners.The third chapter detailed studied several activities-oriented teaching approaches. With the use of several models, this chapter discussed in detail how to design an activities-oriented class and how to operate the TPR, TPRS, TBLT and PBL teaching approach in the K-5 Chinese class. Also, it discussed how to suit the teaching methods in different process of teaching, and how to coordinate them.The fourth chapter is the thinking on the domestic teaching materials development for the US K-5 Chinese leaners. This chapter discussed some of the limitations of existing teaching materials, and explained why these materials cannot be fully applicable to the US K-5 Chinese language teaching; and for the development of these limitations, it proposed the idea of localization of the K-5 Chinese textbooks. Though the research of actual cases and the curriculum developing achievements of CIKU ES Chinese program, it summarized some referential guiding principles of developing the localized Chinese textbooks.The fifth chapter is the conclusion part. This chapter summarized the main substance, proposed directions for a further research.