Elementary Chinese Class For Mongolia Teaching Strategies Research

In recent years, with China’s comprehensive national strength increasing, more and more foreigners have the needs of learning Chinese and teaching Chinese as a foreign language enterprise development vigorous, the theory improvement constantly, teaching system continued to deepen, the branch of it is more scientific,the types of the major courses of teaching Chinese as a foreign language is listening course, spoken English class, intensive reading, writing, etc. But is limited by the specific teaching environment, Chinese intensive reading is still the most common and basic type, holds an important place in the teaching Chinese as a foreign language. For the Chinese intensive reading teaching, what teaching strategies the teacher use to mobilize students’ learning enthusiasm, what methods the students take to learning active, internalize the knowledge teacher imparting, is continuously be explored by the teaching Chinese as a foreign language academic community.From the current comprehensive course for junior Chinese teaching research,mainly concentrated in pronunciation, vocabulary, the text interpretation and practice of the specific language elements. Teaching Chinese as a foreign language has its own characteristics, according to different country learners of different ages, different teaching strategies tend to focus. This article is based on the general principles of teaching Chinese as a foreign language, on the basis of predecessors’ research achievements for reference, combining with my own teaching practice, from the vocabulary, grammar, the text, the cultural background knowledge teaching four aspects of the comprehensive course analyzes the Mongolian primary learners’ learning characteristics and problems, thinking about the solutions aiming at the above problems positive and put forward the corresponded teaching strategies aimed at to resolve the above problems, hoping to further enrich and improve the Chinese intensive reading strategy research, and also can provide some useful reference forcolleagues in teaching Chinese as a foreign language academic community at the same time.This paper is divided into six parts:The first part, introduction. Explained the origin and significance of topic selection, research scope and main research methods of this article.The second part, the related theory study of the Chinese intensive reading.Mainly from the linguistics, psychology, pedagogy and theory of intercultural communication which teaching Chinese as a foreign language is related to to introduce the relevant content of the paper.The third part, The introduce of Mongolia Chinese intensive reading teaching situation present. Take the Erdenet, rainbow light Chinese language school which the author worked as an example from the Chinese intensive reading related teaching situation and the analysis of Chinese learner two aspects to introduce a general idea of the Chinese intensive reading teaching.The fourth part, the research on teaching strategies of elementary Chine intensive reading. Reference for the general theory and previous research results of teaching Chinese as a foreign language, combined with the own teaching practice, from vocabulary, grammar, text analysis, cultural background knowledge, four aspects of classroom teaching of elementary Chinese intensive reading characteristics and puts forward some suggests about specific teaching strategies according to the characteristics of the above.The fifth part, the teaching reflection of elementary Chinese intensive reading based on the teaching practice. Analyzed and summarized the problems the author meet in the practical teaching and puts forward the corresponding solutions to solve the problems from Chinese teachers themselves and the college two aspects.The sixth part, conclusion. Summary the full text analysis this paper innovation points and the writing significance.