The Application Of Reflective Teaching In Short-term Spoken Chinese Course

It has been the current vital task to figure out how to combine classroom learning and extracurricular practice effectively,so as to promote natural language acquisition. that will hinder the improvement of students Spoken Chinese.Combining with teaching practice, this research holds the view that it will be effective to apply reflective teaching theory and strategy to develop Spoken Chineseteaching practice. This study aims to adopt reflective teaching theory to teaching practice, reflecting the problems and potential causes existing in teaching process.Takingoral language theory as instruction, and adopting task-based teaching model, this thesis intends to enrich the short-term primary oral Chinese teaching theory. This research takes some foreign students, who are in Elementary Class A1 in International Cultural Exchange School of Xinjiang University, as research object.It also applies questionnaire to investigate the present teaching situation. This thesis makes test plan, carries out reflective teaching experiment, rethinks and adjusts in time by paying close attention during the investigation to confirmthe feasibility and effectiveness of applying the reflective theory to oral Chinese teaching. Meanwhile, this thesis choose a parallel class as comparative class to compare. The research methods in this thesis are literature review, questionnaire, interview and statistical analysis method.There are totally five chapters in in this thesis. The first chapter summarizes the background, purpose, significance, andliterature review. Thesecond chapter introduces the teaching experiment, explaining the research object, hypothesis and concrete methods in this research. The third chapter summarizes the related test conclusion, data analysis and discussion, demonstrating that it is feasible and effective to apply reflective oral language teaching in the primary stage. The fourth chapter is conclusion, pointing out the feasibility and effectiveness to apply reflective oral language teaching in the primary stage.There are some shortcomings in this thesis: weak-representative theories, short research time, limited writing skills. Teachers should develop their teaching implementation, thinking as well as analyzing step by step, and thus further deepen their teaching practice knowledge, provide teaching-relevant suggestions for improvement. This teaching design helps to promote teachers’ teaching practice rationality, transferring them to become academic teachers, promoting teachers’ professional development.