Application And Thinking Of American Elementary Chinese Immersion Teaching Model

With the continuous development of Chinese language teaching in the United States, the number of schools offering Chinese language courses in the United States has also increased. However, due to the influence of the American education system and the basic philosophy of education, as well as a variety of objective factors, the Chinese language teaching is also showing its own certain characteristics. Immersive language teaching originated in Canada, at present it is more widely recognized in the United States and is making great progress. In this paper, the author will use her practice teaching in the public Chinese immersion elementary school in the state of Utah of the United States as the basis and foundation to get thinking and recommendations for the primary Chinese immersion program in the United States.The main content of this paper is divided into five parts.The introduction part includes some of the major topics of origin, the significance of the topic and the topic of the research background, and analysis of the current status of the US Chinese immersion teaching mode. By the author teaching internship experience, she clarifies the Chinese immersion teaching model for promoting the sustainable development of its practical significance.The first chapter reviews the development of the American elementary Chinese immersion teaching model, reviewing the development of the Chinese Immersion Program in Cascade Elementary School, including the Chinese immersion teaching history and background. The Chinese immersion program is based on the Utah dual immersion teaching model for teaching Chinese language immersion.The second chapter defines the characteristics of the Cascade Elementary Chinese immersion teaching model, which is a 50/50 immersion. It will also define the Chinese input environment and teaching content and difficulty of analyzing the characteristics of these three aspects of teaching Chinese language immersion.The third chapter is for the components of the primary school’s teaching Chinese language immersion model. It introduces the basic ideas and basic components included in the Cascade Elementary Chinese immersion program. It will detail the components of this model from the teaching subjects, teaching resources and classroom management. Combining the author’s internship experience, teaching Chinese language immersion in interaction with students and colleagues, she will provide in-depth analysis, and suggestions may be made.The fourth chapter is thinking of the American elementary Chinese immersion teaching. The author will make suggestions for the establishment of a sound stage model system, training of qualified teaching faculty, teaching resources, rich disciplines, developing appropriate textbooks for proactive classroom management, and giving more attention to different phases of assessment amount. Thoughts and suggestions in these areas at this stage of the teaching model are proposed to further improve this teaching model and to provide a reference.In recent years, the study of Chinese language teaching in the United States in primary and secondary schools is richer than in the past, but the study which the immersion program and comes from teachers in the program rarely puts forward specific recommendations. The author hopes this paper can provide effective reference and recommendations for the international Chinese immersion teaching based on the material and information obtained during the overseas internship experiences, and how immersion elementary school and management can be more efficient, in order to enrich in this field.