The Analysis Of Teaching Case Of Comprehensive Chinese Course In Thepreliminary Stage Of Phase At Moscow State Linguistics University

With the continuous deepening of Sino-Russian relations and teaching research in various fields between two countries is deepeninginrecent years Teaching Chinese as a second language in Russia has also been great developed.As the main base of Teaching in Russia,Moscow State Linguistic University has trained hundreds of outstanding Chinese talents every year,Chinese Teaching in this school is also high profile.It is my great honor to have an opportunity to be an intern in the Department of Oriental Languages in Moscow Linguistic University,andElemen tary Chinese integrated Course.As one of principal methods to teach foreigners, Chinese integrated course has extremely advanced students’ability of language expression by teaching language knowledge.During the internship, Ifound the following problemsinElementary Chines e integrated Course:First of all,the main teaching method in Chinese integrated course that is influenced by language teaching methods in soviet era is the conscious-comparative method.This method that is influenced by grammar-translation method tend to use native language (i.e. Russian) to explain Chinese knowledge,it also pay attention to the ability of writing and reading and neglect the ability of listening and speaking,as a result,it is not conducive to develop students’language ability; Secondly, by interviewing with several students and teachers in Moscow state linguistic university,I have found that arrangements of elementary Chinese integrated courses are unreasonable,these course arrangements neglect Chinese culture teaching,it leads the students lack of interest or motivation in learning Chinese. Finally, most teachers use traditional teaching methods instead of modern teaching techniques,these traditional teaching methods lead to negative classroom environment and undermine students’positiveness of learning Chinese.I have undertaken teaching tasks of elementary Chinese integrated course of two classes and discovered that the problems appeared in the teaching process slow down the learning speed of students during internship at Moscow state linguistic university. According to the issues that appear in the elementary Chinese integrated course, I suggest that following methods should be taken to enhance students’level of Chinese. With respect to teaching contents, we suggest using modern teaching techniques (i.e. culture and Chinese character education methods) that combine with learning interest of students and the characteristic of comprehensive of Chinese integrated course. With regard to explain the contents of teaching, we suggest using several teaching methods to improve the efficiency of learning Chinese.Forexample,according to characteristics of vocabulary, we can use inductive method, image method and situational method to createpositive classroom environment. With respect to grammar teaching, we suggest using summary method, inductive method and interactive method. With respect to culture teaching, we suggest that some interesting videos may be made to enhance the intuition of Chinese culture according characteristics of culture vocabulary. With respect to teaching Chinese characters, we suggest combing calligraphy with students’ interest of learning Chinese characters.In this paper, I indicate the problems encountered and the methods that is used to solve this problems by teaching case studies in order to enhance the quality of teaching of Chinese integrated courses at Moscow state linguistic university. And meanwhile, I hope this paper can provide a useful reference for those who encounter similar teaching problems in other states in Russian.