A Memoir On The Teaching Of Phonetics About Zero-Basic And Mixed Country Class

In recent years, Chinese has become more and more popular in the world,and "Chinese fever" has become a new word. More and more people come to the university of China to learn Chinese. For some students, it is the first time to come to China,and they have no experience in learning Chinese before.In other words, they don’t know anything about Chinese,so these students compose a zero-basic class. For a foreign language teacher, these students need more patience and more novel tea ching methods. As we know, phonetic learning is of great importance for the primary stage learners. If the basic is bad, students will have difficulty in the study of vocabulary、grammar and communication in the future.However, the courses that students in the first grade have are few, and the phonetic knowledge in Han Yu Jiao Cheng concentrates in the first five lessons,so the tasks for both teacher and students are heavy. It is necessary for teachers to design each class attentively, make full use of every minute of the class time and assign the homework scientifically so as to extend the students’learning time in virtually.In addition, the setting for class and grade is according to the Chinese level of students rather than national culture, so a lot of classes all belong to the mixed class.These students come from different countries, have different cultural background and their native language system have very big difference, even the age of students vary considerably.It requires teachers to take into account of different Chinese phonetic difficulties of different students, and design the teaching methods according to them, so as to solve the problems of the students timely.On the basis of the researches of the previous scholars and the actual teaching practice, the author attempts to explore some practical、innovative methods of phonetic teaching.The author combines teaching and exercises, monitoring and tests to let the students’problems reflected in the first time, thus to find suitable phonetic learning methods for each student, and let the students master phonetic standards in the primary stage.In the introduction,the author first puts forward the value and significance of the article;Then the author summers up the difference and similarities of Korean, Arabic, Russian, Spanish and Chinese on the pronunciation methods according to the research of the previous scholars, lists the macro view of phonetic teaching of the previous scholars and the specific methods of the initial finals s tones and sound changes;At last,the author puts forward the research contents、research ideas and research methods.Chapter 1 analyzes the teaching background from the teaching object, teaching content, teaching material.First of all, the author introduces the teaching object from the natural features, learning motivation, Chinese level, etc;Then the author analyzes the basic teaching contents,the key teaching contents and the teaching content from the perspective of the lessons’setting;At last,the author introduces the arrangement of phonetic element in the textbooks and analyzes the practical teaching order.Chapter 2 is the main body part of this paper.It is the teaching records of the texts:Ni Hao、Han Yu Bu Tai Nan、Ming Tian Jian、Ni Qu Nar、Zhe Shi Wang Lao Shi.It records the students’problems in the process of pronunciation learning and the teachers’reflection about the teaching methods.Chapter3 introduces the students’achievements in the unit tests and the mid-term tests,checks the students’study effects in these two stages and is also a feedback of the teaching methods.Chapter 4 is the conclusion of the article.The author summarizes the teaching experience, the innovation points, insufficient points and put forward the proposal in the future teaching.