Empirical Research Of Effective Ending Teaching Methods In Indonesia Primary Text Teaching Based On Chinese Class In Bandung Pelita Fajar Trilingual National School Of Indonesia

This paper regards the effective methods of ending teaching in Chinese as foreign language teaching in Bandung Pelita Fajar Trilingual National school of Indonesia as a research object. This article has researched the role of the ending skills, its application principles and its related theories. Based on theoretical and practical aspects, this article lists seven common methods of ending teaching: summary ending method, repeat ending teaching, performing ending teaching, practice ending teaching, extending ending teaching,question ending teaching and suspense ending teaching. This paper uses a variety of research methods: documentation and quantitative analysis method, experimental method, statistical method, comparison method,case-based method and so on.In order to verify the validity and necessity of the ending teaching in Chinese as foreign language teaching, the researcher of this paper found that the grade of class 3A(using ending teaching method) and class 3B( no use of effective ending teaching method)is very extremely close by the statistical analysis of the performance of the 6 grades and 12 classes in Bandung Pelita Fajar Trilingual National school of Indonesia, so we choose class 3A as the experimental group and class 3B as the control group. During the experiment, the researcher of this paper carefully observe the performance of the two classes of students in the classroom. Comparing the two classes’ classroom performance and the overall results we found that class 3A( using ending teaching method) and class 3B( no use of ending teaching method) are differ in the following aspects.(1) accomplishments: the grade of class 3A raises much more than class 3B and the stability and the concentration of class 3A is stronger than class 3B. Compared to the results of the two classes before and after the experiment, the overall level of class 3A raises much more than class 3B and the results of the students are highly concentrated without polarization. However, the results of class 3B have some fluctuations but no significant improvement change before and after the experiment.(2) classroom performance: During the experiment, we observed that the learning motivation of class 3A is stronger than class 3B and the classroom atmosphere of class 3A is more active than class 3B. what’s more, the students of the class 3A can make full use of the last few minutes and they can enable the class 3A students fell more self-fulfillment.Therefore, the use of the effective methods of ending teaching can not only improve students’ motivation, enhance students’ self-fulfillment and enhance students’ divergent thinking and expand thinking but also can improve students’ learning efficiency, allowing the last few minutes interesting and productive which can help teachers achieve a multiplier effect of teaching. In the procedure of Chinese as foreign language teaching, we hope sincerely the effective methods of ending teaching can draw high attention of the teachers who are engaged in Chinese as foreign language teaching.