Teaching In The Performed Culture Approach In China Short-term Intermediate Chinese Speaking Class Applied Research

Compared to the increasingly vigorous Chinese studying abroad, in domestic, for teaching Chinese as a second language pedagogy, and research related to Chinese teaching practice guidance in this teaching method is still relatively scarce, which results to the lack of infrastructure in line with the teaching of foreign language teaching and discipline of the running track on the knowledge and skills be taught and evaluation of the scientific system in the process of foreign language teaching. Performed culture approach is a kind of Chinese teaching approach rising in America in recent years, first proposed and applied in practice by the Professor Wu Weike of the Ohio State University. The Teaching Method explores the issue of language teaching and culture teaching from the perspective of cross-cultural communication, emphasizing the study of language through experiencing and exercising the culture of target language. From teaching practice in the United States, the teaching method achieved a more ideal teaching effect. In recent years, along with growing diversity of learning needs of Chinese learners from other countries, types of domestic and foreign Chinese teaching modes are also showing a trend of diversification,and various short-term intensive Chinese language courses are very popular. American Critical Languages Scholarship CLS Suzhou project is one of them,which is co-hosted by the Ohio State University and Soochow University, and commonly used by the body to play cultural pedagogy-related concepts and methods. Based on the comprehensive understanding of the performed culture approach and compared to related pedagogy,we found that with the conduct cultural cut philosophy of language teaching methods,unique body play teaching,it let students fully participate in the teaching process. Adequate lesson preparation,focus of attention in the classroom,and timely feedback problems, improve students’ oral skills, which are very popular with students, and have huge advantages. Meanwhile,the new pedagogy accumulation cycle mode under the guidance of the idea can help to solve problems in the short-term Chinese teaching.CLS Suzhou Project in preparation process, mainly including two teaching arrangements,which are the curriculum and placement arrangements.Courses,according to different language skills,can be divided into reading and writing classes and listening and speaking classes. Aiming at listening and speaking classes,mainly from low to high level, arrange for three classes. The project has two types of materials,which are oral promotion material Performed Suzhou and oral applied textbook Performed Log,and Performed Suzhou using a series of scenes closely linked to Suzhou local culture as a teaching material,so students will be able to combine teaching with real life;Performed Log is to improve the participation of student in Chinese culture in the process of completing the task through eight topics. In the teaching process, teachers’ preparation has the characteristics of problem-oriented and focusing on the actual situation,and this feature also must be throughout the entire teaching process. In the classroom,oral promotion lessons focus on guiding students to use the appropriate expressions in different situations and correct their oral pronunciation; and oral application classes will focus on improving students’ ability to complete the task,and will apply the language knowledge and skill learned in the promotion classes to practice. Meanwhile,the practical aspects of CLS project also has important significance,mainly taken the way of collaborating on tasks with language partners to participate in a variety of special activities,both receiving more satisfactory results.Through questionnaires,the data we obtained show that students’ satisfaction for materials prepared by the project,arrangement of the teaching activities and practices and learning tasks last received are overall higher. However,in the survey, we also found that there still are deficiencies in CLS project,mainly including that the integration teaching material is too high,which do not distinguish between material for teachers and students;classes depend much on students,which are lack of collective processing; and they much emphasis on the "output" of language,and lack of attention to the "input" of language training and others.