Nepal Elementary Chinese Teaching Practice Report

Primary and secondary Chinese language teaching in all schools as a result of regional differences also showed varying degrees of difference at Kathmandu, Nepal.But in my coaching schools, with the deepening of the passage of time and teaching, each showing a different grade learning situation, such as the sixth grade, seven because of the age factor, the time in learning the words than the lower grade students generally better than and low-grade students due to lack of English proficiency, teachers interlanguage use effect is not ideal, teaching progress more slowly, pronounce the words often appear bias. At the same time, also because of the complexity of the factors and cultural background, Negative migration, in addition to age differences, there are some regularity than the overall acquisition bias.Based on the current situation in Nepal Kathmandu Chinese language teaching, analyzing primary and secondary education in elementary Chinese have heard, reading and writting status of two aspects of teaching practice, and strive to listening, speaking, reading and writing four aspects of language acquisition sorting bias, and analysis domestic and external causes of errors, so for common errors propose appropriate coping strategies, but also to one year of teaching experience as a reference, classroom management methods for teaching Chinese primary and secondary schools in Nepal were discussed.With a view of the subsequent Chinese teachers there are some references.