Culture Teaching Case Analysis At Elementary Class In Fenyi Cyula Jezsuita Cimnaziom

Teaching Chinese as a second language emphasizes the understanding of the target language culture. And the intercultural communicative competence has been recognized by scholars, but it’s still hard to reach a consensus that how to combine the culture teaching and language teaching. Since most of my students choose to learn Chinese out of their interest in Chinese culture, therefore how to keep the learners’ motivation and interest about Chinese learning and how to teach Chinese efficiently became a very significant question during the my teaching period.In this regard, the author decides to use the student-centered teaching method after the analysis of learners’ motivation, characteristic and learning style. Based on the theory of cultural interaction the author also try to stimulate the students’ analytic thinking and solving skills. In order to promote students’ high level of thinking activities, the author attempt to communicate with students in their zone of proximal development. Therefore students can get a different insight from Chinese culture, and have the "third position" to link their own national culture and target language culture. And the author also wants to help the language learners build a solid learning foundation.This paper explores and analyses the actual teaching practice about Chinese culture at elementary class. The author not only wants to improve the learners’understanding in culture, but also to inspire the later overseas Chinese volunteer about dealing with cultural teaching.This paper consists of five chapters.The introduction discusses the writing contexts and significance of this paper. And the author analyzes some essays about cultural teaching case analysis.In the second and third chapters, through the classroom observation and individual interviews, the author investigated the teaching objects’ motivation, learning styles and learning characteristics which instruct the author’s own cultural teaching practice all the time. Then the author presents the actual situation of interactive cultural teaching at elementary class. And the cultural education process, the cultural teaching content and the guiding theory and teaching steps were also analyzed.The fourth chapter is a overall analysis which summarizes the various factors in the teaching process and content. Through the research and analysis of the actual situation of interactive cultural teaching at elementary class and put forward some applicable suggestions so that some difficulties in practice can be solved. Hence the efficiency and quality of junior middle school cultural teaching can be improved and ultimately to promote the students’ lifelong development. The author also combs out and evaluates the basic notions of cultural teaching which instruct the author conduction in cultural teaching.In the conclusion, the author analyzes the influence factors of junior high school cultural interactive teaching from the aspects of teachers, students and the teaching environment.In the end, the author summarizes this dissertation and addresses its future development and limitation.