Research On Language Elements Teaching Of Elementary Integrated Chinese Course In The Confucius Institute At University Of Rome

Currently, Chinese learning is heating up in Italy and many other parts of the world. In order to meet the demand for Chinese language learning in Italy, more and more universities and schools have set up Chinese language courses. Faced with numerous beginners interested in Chinese, the primary stage of foreign language teaching is particularly important. In the overseas non-target language environment, elementary Chinese integrated course is enormous. Integrated teaching involves Chinese pronunciation, vocabulary, grammar and character of the four elements, novice teachers due to lack of combat experience, first need to have a clear understanding of each element to understand its theory and teaching methods, so as to classroom teaching after laying a solid foundation. Because of this, elements of teaching Chinese as a Foreign Studies Integrated Course of the primary stage is very necessary.This article is based on results of previous studies on primary classes in the Confucius Institute at the University of Rome. For example, combining classroom teaching practice and experience of the author, from the Foreign Language Teaching in reality, attempts to relevant theories and methods are applied to specific elements of teaching foreign language teaching cases in the past, for the initial stage of a comprehensive class voice, vocabulary and grammar three elements detailed analysis and research. On this basis, according to the teaching of the University of the characteristics of the Confucius Institute in Rome, relevant suggestions are offered in the future emplacement of teachers.This paper consists of six parts. The first chapter is the introduction, mainly on the significance of the research, study and research methods; The second chapter is the literature review from the following three aspects---comprehensive research status, research of Chinese language elements and the current situation of Chinese teaching in Italy; the third chapter where the author primary classes, for example, from teaching objects, teaching situations and teaching objectives described in three aspects, providing relevant background information as an element of teaching analysis. Then combining these background information, this part describes the theory and teaching methods of voice, vocabulary and grammar of the three elements. Chapter four, through specific teaching cases, explains how to apply the elements of the teaching of these theories and methods and to record the real classroom teaching based on pronunciation, vocabulary and grammar teaching to conduct a detailed description and analysis. Chapter five offers advice to the elements of the comprehensive lesson combining the author's teaching experience in the Confucius Institute with the characteristics of Elementary Chinese Comprehensive Course in the University of Rome. The sixth chapter is the summary, pointing out the shortcomings of the paper.