The Instructional Design Of Lesson Twenty-Third Of The First Volume Of Chinese Reading Course

Reading course of TCSL is the basic course in teaching Chinese as a foreign language which mainly develops the students’reading and writing skills. Reading course is the emphasis also the difficulty in teaching Chinese as a foreign language. For the students who learn Chinese at the first time are extremely difficult. Task-based teaching method is a new type of teaching method which begins from the 80’s, and it enhances learners’ communicative competence as the main target. It has been respected by more and more people so far. The practicality of this teaching method makes it popular that it has been applied in teaching Chinese as a foreign language, and it is becoming more and more widespread. Based on the theory of task-based teaching method, and combined with my teaching experience during the two months internship in College of International Cultural Exchange of Central China Normal University, this instructional design is also based on the task-based teaching method and combined with the skills of teaching reading courses. The content of the instructional design is based on the lesson twenty-third of the first volume of Chinese reading courses which is produced by Peng zhiping in Beijing Language and Culture University Press.This paper consists of four parts, each part is as follows.The first part is introduction. It introduces the present situation of reading course in teaching Chinese as a foreign language and the advantages of the task-based teaching method. It also includes the relevant research results of the reading course of teaching Chinese as a foreign language and the theoretical basis of task-based teaching method.The second part is the main part of the paper. The instructional design of reading course is based on the theory of task-based teaching method, and it includes the teaching objects, teaching contents, teaching time, teaching target, teaching key, teaching strategies and teaching aids. It also includes the specific steps of teaching.The third part is the introspection and conclusion. It is mainly concluded by the feedback from students after the content of instructional design has been put into effect. The introspection is mainly about the deficiency in the implementation process of teaching and the lack of teaching experiences.The last part is the overall review and summary of full test. It puts forward the innovation points of this paper as well as the lack and deficiency of this paper.