Teaching Case Study Of Comprehensive Course Teaching Chinese As A Foreign Language

Along with the transition of the concept of international chinese language teachers’ training, most chinese teachers from academic research shifted the practical application type, which requires the international chinese teachers to train actual teaching chinese language skills, thinking ability to judge accordingly so as to enhance their practical application ability. In various methods of training international chinese teacher, case teaching rising in 1980 s in our country is the teaching method taking case analysis as the center, emphasising on practical application ability to improve teachers’ ability to think and judge.At present, in the training of the international chinese "new teachers",many schools take the way of attending lectures, but a limited number of demonstration lessons or too many lectures and other reasons, resulting in decreased quality of class evaluation. And a paper researching on classroom teaching cases and other results can more objectively reflect the problems appeared in the teaching process and methods to solve the problem, which can provides an important way fou a new teacher introspect himself to obtain the teaching experience of others and improve classroom teaching techniques. Therefore, research on the teaching cases can provide some knowledge of teaching experience for new teachers, promote the improvement of various skills, solve the teaching problem in the classroom teaching chinese as a foreign languageor prevent various problems may arise flexibly and effectively, and further promote the cultivation of new international chinese teachers.At present, there are more and more cases about teaching chinese as a foreign language. However, the research on the comprehensive course teaching case is very few. This paper aims at the weak link and the unreasonable phenomenon in the current comprehensive course theory research and the teaching practice, based on the nature and the task of the comprehensive course, puts forward two questions: “Firstly, in different stages of teaching, how to correctly grasp the knowledge transfer and language skills training in two different positions, emphasizing the key to the transformation of knowledge into skills. Secondly, in different stages of teaching, how to complete the main teaching tasks of various stages with distinction”. And through analysis on elementary, intermediate, and advanced comprehensive course, we may summarize some teaching strategies and classroom activities which can promote to solve the two problems. At the same time, we hope that these teaching suggestions can give full play to their own advantages and influence power in the field of teaching Chinese as a foreign language, and can provide some references for the promotion work of new Chinese international teachers.