The Chinese Language Teaching Through The Interactive Distance Learning System In The Confucius Institute Of The University Of Kansas

When traditional teaching method, face to face teaching method, cannot meet the Chinese language learner’s demands, a new teaching method, interactive distance learning method, emerges. The interactive distance Chinese learning method solves the conflicts between the teaching resources and learning requirements in time, location, space and teaching schedule. With this method, fewer Chinese teaching resources meet more Chinese learners’demands. With the increasing demands of studying Chinese, this new teaching method demonstrates greater effects. Since 2006, the Confucius Institute of the University of Kansas (CIKU) applied the interactive distance learning system into Chinese teaching classes and has made plenty of achievements.The main purpose of the thesis is to introduce the advantages of the interactive distance Chinese learning method applied in CIKU in teaching theory, teaching standard and curriculum design and then give some suggestions to the existing problems. The author hopes to summarize all experiences to promote the development of interactive distance Chinese learning method that can drive pluralistic and sustainable development of the promotion of Chinese language internationally.The thesis Firstly introduces the definition of the interactive distance Chinese learning method, and summarizes the main features of the method. Then the thesis introduces the Confucius Institute of the University of Kansas. The teaching method of the Confucius Institute of the University of Kansas is based on the "5C" standard which is the "National Standards for Foreign Language Education". The second language acquisition theory is used as the foundation of interactive distance Chinese learning method, both in curriculum design and teaching activities. In order to provide better Chinese class, CIKU combines the input Hypothesis from Stephen Krashen and the output Hypothesis from Merrill Swain. These hypotheses require to acquire enough comprehensible input and to produce comprehensible output for interactive distance Chinese learning classes. CIKU uses project-based language learning and instruction and applies backward design in curriculum design. From the perspective of learning strategies, project-based language learning and instruction induce students’study interest and initiation. Students study Chinese language and communication skills under teachers’ instructions and finish the unit project with the knowledge and skills they just learn. The student centered Chinese teaching method can provide students more practicing opportunities and then improve the learning efficiency. Backward design is very popular in the occidental education. It is different from the traditional curriculum design method that it designs curriculum by setting goals before choosing instructional methods and forms of assessment. The method can help students to have better understanding on language acquisition. CIKU is one of the best Confucius Institutes and has great influence on promoting Chinese language internationally. While, it also has some shortcomings on educational system due to the differences between China and the US, teaching evaluation, the efficiency of the interactive distance learning Chinese class, didactics and technology. Through researches, author puts forward some appropriate improving methods and hopes these experiences and improving methods will make a contribution to sustainable development of interactive distance Chinese learning.