The Application Of The Art Of The Four Woodblock New Year In The Culture Of Teaching Chinese As A Foreign Language

With the continuous development of education as a Foreign Language, Chinese learners in the classroom can not only learn the knowledge of Chinese language, you can also close contact with the fine traditional Chinese culture. With the rising proportion of cultural studies, many scholars research focus to the relationship between a Foreign Language and Folklore and how to handle such relationships up. However, how a particular product used in folk folk culture as a Foreign Language classroom study are rare. Therefore, in this paper, the author will choose a product Folk- paintings, as the research object to start on. Chinese New Year in the history of folk culture as a dazzling treasure, and now New Year has become one of China’s intangible cultural heritage, social development and had ideas of Chinese people have exerted an important influence. The Chinese New Year is not just an art form, it is more in China and the world to showcase Chinese culture and national spirit. In this paper, the author pictures and External Chinese Folk Culture Classroom combined by Ikunori teaching activities intended to demonstrate Chinese traditional folk culture to learners, helping them to feel its charm lies.This paper is divided into six parts, the first part is the introduction. This section includes topics origin, purpose, significance, research status and research methods. Topics in origin, the author chose the title, because the New Year in teaching Chinese as a Foreign Folk Culture Classroom of such great value, meaning folk products, helping students to understand Chinese culture, can play an important role. Summary of the study, the author describes the research status quo on this subject in today’s academic world, as well as in the study has not yet been solved. Research methods include literature analysis and comparative analysis.The second section is a basic overview of the New Year. In this part, the author respectively in terms of the concept of the New Year, the origin, status, value and so on New Year overview of the situation. After the introduction of the New Year to make a system, lead author of this paper theme- Four woodblock New Year.The third part is a comparative analysis of the four board pictures. In this section, first author of four woodblock New Year brief introduction, followed by its emergence and development, fabrication and other aspects of the four five woodblock New Year pictures were analyzed. Through horizontal and vertical contrast, the authors concluded that among the four woodblock New Year pictures exist similarities and differences, and the causes were analyzed summarized.The fourth part is teaching four woodblock New Year program of activities. This part is the comparison result of the third part of the activities used in foreign language teaching, the authors designed a total of five forms of teaching and learning activities, so that students understand the difference between them and the four woodblock New Year in a relaxed atmosphere.The fifth part is the cultural significance of Foreign Language Teaching. In this part is the author of teaching activities to achieve the ultimate purpose summarized. By introducing four woodblock New Year pictures and the differences in foreign language teaching activities for students to experience the profound Chinese culture and art forms through the contrast between countries to help learners expand their horizons and to better understand different cultures differences between.The sixth part is a summary of the above, views.