Applied Research Of Project Teaching Methods In Language Teaching

Chinese in vocational schools aims at building students’ comprehensive professional ability. As a foundation course, it plays an important role in the whole vocational school curriculum system. However, in the concrete teaching process, the students have a little learning interest, and they are poor in listening, speaking, reading and writing, even lacking in practical abilities. The project-based teaching method decomposes course content into many operable items, appropriately combines specialized courses with social life, and tries to set up artificial working settings, to make students play an active role in teaching.This thesis is based on curriculum and instruction of vocational Chinese, starts with the research of the existing problems in the teaching process, the status of study of vocational Chinese and the cor-relational research of the project-based teaching, and applies the relevant educational theories, to establish the research objectives, contents, and methods to be used.The research results are obtained by presenting the detailed implementation methods of the project-based teaching in the learning of vocational Chinese, applying the implementation methods to the concrete teaching process of the project-based teaching, listing three implementing cases: simulation of the workplace, creation of novels and debate contests, surveying the implementation effect, interviewing and thinking about personal practice.The thesis attempts to prove the feasibility and validity of the project-based teaching in the teaching of vocational Chinese, verifying several key objectives in the process of implementation, in order to provide the referential and investigable value for teaching researchers and workers to apply the project-based teaching method to vocational Chinese.The research findings demonstrate that the project-based teaching method has a positive influence on the improvement of students’ learning interest and comprehensive competence, and is beneficial to change students’ learning methods. That is to say, applying the project-based learning method to vocational Chinese can make students acquire practical basic Chinese knowledge, increase interest in the learning of vocational Chinese and specialized courses, enhance self-confidence, improve language competence and writing skills, cultivate self-learning and cooperative abilities, and gradually raise students’ capacity of comprehensive practice in the informative and diversified project-based exercises.