Research In "Three Core" Problems And Strategies Of Teaching Chinese Language In Indian Universities

China is the biggest neighbor of India; the two countries are developing rapidly in the world’s developing countries. As China and India increasingly rapid economic development in recent years, a number of Indians students who are learning Chinese are also showing a growing trend. Now in India there are 14 universities opened Chinese language courses. In 2011 India Ministry of education cooperation with the Hanban of China, Indian Government announced opening of Chinese courses in junior and senior high school project, Chinese courses at secondary high school and senior secondary high school has been started on April of this year. But is the lack of teachers and old teaching methods are taken into account, teaching is not optimal. In India, Factors that affect Chinese teaching very much such as Government support,public awareness and attitudes towards teaching and learning environment and miserable teaching conditions, and so on, one of the most important factors are Teachers, their Teaching materials and their Teaching methods, these three aspects.Teaching Chinese as the most front, most direct, and is also the most prominent issues in the modern India. From these "three core aspects" this article also focuses on the India’s current situation of teaching Chinese. Therefore this research mainly focuses on teachers, teaching materials and teaching methods in these three areas.Solving three problems, is to address "who is going to teach, what to teach, how to teach" problems. In addition, based on my own experience in learning Chinese and problems & countermeasures in the teaching Chinese of Indian students to explore specific approaches to solving problem that will help Indian students to learn better Chinese, My research not only will help Indian students to learn Chinese language,but also will be prompt the development of Chinese language in Indian universities.Thesis is divided into five main chapters which are mentioned below:The First Chapter is the introduction part, Consists of six parts: significance of the topics, research, research contents, thesis outline, research methods and Innovations. Topic describes the meaning origin, India native language teaching and development of Indian linguistics in the study was confirmed by the first formerworthies achievements, on the basis of this inherited, further defined the theoretical and practical significance of the research in this article. Research contents section on this research focused on "three core" problems of teaching Chinese language and discussion of problems and their solutions. In this paper, two methods of research using questionnaires and interviews, to a certain extent, improve the credibility of the papers conclusions.The Second chapter is situation and problems based on teaching Chinese in India, Consists mainly of two parts; India current situation of Chinese language teaching, the problems faced by the teaching of Chinese in India. The "status quo" section describes India development stages of teaching Chinese and relations between the two Governments on India impact of the teaching of Chinese. India of Chinese teaching to include India professional Chinese language curriculum at the University, India and China policy between the two Governments in India’s impact on the teaching of Chinese, Confucius institutes and the current situation of Chinese language proficiency test. "The problems in teaching Chinese" section describes India’s teacher’s education, textbook development, pedagogical research that occurs in classroom, as well as current situation of students in learning Chinese.The Third Chapter is the research based on teaching Chinese and Analysis of difficulties in learning Chinese language by students in Delhi University, divided into two parts: Part I, Survey of situation of teaching Chinese in Delhi University,Problems in teachers, Teaching materials and Teaching methods. Part II based on difficulties faced by Students during Learning Chinese in Delhi University which consists of student’s difficulties in learning of Chinese pronunciation 、 Chinese Character、Chinese vocabulary and Chinese grammar.The Fourth chapter contains Basic Countermeasures on "Three Core" problems of Teaching Chinese in Delhi University, consist of three parts; first part, Teacher’s strategy; second part; Teaching Material’s strategy; third part, Teaching Method’s strategy.The Fifth chapter contains author’s Practice teaching in Delhi University,Divided into three parts; first part, Introduction of Teaching Plan included Teaching plan and Implantations; second part, Teaching reassessment; third part, my viewsand Practical Experience.Conclusion parts of the results were divided into two parts; India’s summary of Chinese teaching research. Introduction to University of Delhi, the situation with regard to the teaching of Chinese, such as material selection and use, the design and layout of the course, when the teacher and the teaching methods used, as well as the number of students and levels, among other issues. Summarizing the research conclusion will be drawn, innovations and shortcomings of the article.