The Teaching Design Of Elementary Chinese Comprehensive Curriculum

The situational approach, which was produced in England in the twenty or thirty’s of the twentieth Century, is a teaching method which is based on the development of oral English and emphasizes the importance of the basic mechanism of the target language via meaning scenes. Its linguistics theory is Britain’s structuralism, believing oral English is the basis of language, and emphasizes the importance of language structure knowledge and its possible use in the context, and its psychological base is behavioral habit formation theory, thingking that students can form the correct language habits through imitation.Situational teaching methods emphasize the practice of oral English, pay attention to grammar sentence pattern, and advocate the use of situation in teaching,which is in line with the requirements of the primary stage of Chinese language teaching in Thailand.The classroom is the main place for students to learn Chinese, and also is the main part of teacher’s daily work, so to do a good job of teaching, of course, is to lay a good foundation, do a good job of teaching design, which is now one of the key research of teaching Chinese as a foreign language. The Chinese language teaching in Thailand mainly centralize in the middle school, the class type is the comprehensive study of Chinese language knowledge, comprehensive training of Chinese listening and speaking reading and writing skills of the integrated course.So this paper taking The comprehensive course of the TCSL teaching design theory as the basis, the scene teaching method in guidance and using the experience of teaching Chinese at Kururangsarit secondary school in Thailand, made detailed design for the first lesson of "experiencing Chinese", hoping to provide study materials for the teaching design of Chinese comprehensive course of the primary stage, simultaneously provide some reference for the teachers of Chinese as a foreign language in Thai.This thesis consists four parts. The first chapter is the introduction part, mainly expounds the research background, significance and research methods, the study about the research status of teaching design and the design of comprehensive course teaching of domestic and foreign scholars, as well as the main content of this paper; the second chapter mainly introduces the relevat theories of design of the comprehensive course and teaching Chinese as a foreign language as well as the thinking of the validity of the situation design mode of Chinese classroom teaching; the third chapter takes "experiencing Chinese"’s first lesson "hello" as an example, and take Kururangsarit middle school in Thai as the background, the scene teaching method in the classroom teaching as a guide to design the process of comprehensive course; the fourth chapter investigates the effective teaching methods in elementary Chinese comprehensive course in Thailand students’opinions and their Chinese learning motivation, learning difficulties mainly through the questionnaire, and attempts to summarize the teaching mode which is helpful to the classroom teaching of elementary integrated course of Thailand, in order to offer some help and inspiration to the classroom teaching design of Thai elementary Chinese comprehensive course.