Instructional Design Of Primary Oral Chinese Course Based On 4C/ID Model

As the tasks people faced this time are more and more complex. Instrctional design based on atomic theory has been unable to cope with, it disassemble complex knowledge and skill into non-biodegradeable clips, leading to the fragmentation of knowledge, and it is not conducive to the migration. Therefore, in practice teaching filed appeared a new instructional design for complex cognitive skills training-- "4C/ID" model, the model guide by the whole theory, the model emphasis on the entirty of task, focus on skills analysis. When learner completing each task,the model according to the students’ psychology, cognitive strategy and the study habits, provides the support information and the program information, arrange special training, helps learners to acquire complex knowledge and skills to complete the migration. "4C/ID" model has provoked critical thinking about traditional insturctional design, cultivated a reform in the complex skills training filed.Further more, The model is used in a variety of difficult and complex skills training, obtain the consistent high praise in the field of education.Teaching oral Chinese as a foreign language is to cultivate a complex skill, It is a important and difficult part in teaching Chinese as a foreign language. Therefore, The author use the "4C/ID" model as a guide, combined with my own teaching experience, "conversational Chinese 301 sentences" second volumes, thirty-first class as an example, set out to do the instructional design research, and implementation. Finally, through the implementation of interviews and questionnaire to test teaching results.The aim of this attempt is to explore the specific instructional design method of Chinese as a foreign language, applied with "4C/ID" model, Hoping this attempt provides a new case for "4C/ID" model, but also provides a new idea for the teaching of Chinese as a foreign language.