A Study On The Application Of The Participatory Instructional Design To Chinese Characters Instruction In TCSL Among Students Of Primary Stage

As the emphasis and difficulty of Teaching Chinese as a Second Language,how to develop learners’ interest in Chinese characters at their elementary stage remains to be resolved. In order to enhance learners’ study interest and relieve their anxieties, the study applies Participatory Instructional Design, which encourages learners to participate and select activities on their own initiative, to elementary Chinese characters instruction.The study is divided into five parts as follow.The first part is introduction, which includes the background and significance of the study. The research content and instruments are also included.The second part is mainly about theoretical basis and essential features of Participatory Instructional Design. From the perspectives of pedagogy, psychology and theories about learning Chinese as a second language, he study establishes the theoretical basis for the application of Participatory Instructional Design to elementary Chinese characters instruction and reveals its essential features.The third part explores related questions in the application of Participatory Instructional Design. The study defines the method, management, expectation and prospect of Participatory Instructional Design respectively and precisely, with the help of questionnaires, interviews and data analysis. Meanwhile, according to teachers’ attitudes and learners’ need, the study illustrates the necessity and feasibility of applying Participatory Instructional Design to elementary Chinese characters instruction, and also points out the possible difficulties and resistance in the future.The forth part provides the processes and empirical research of Participatory Instructional Design in elementary Chinese characters instruction. Based on the principles of Participatory Instructional Design and the characteristics of learners, the study puts forward basic model and eight steps involved: analysis of learning conditions, analysis of textbooks, grouping, discussion, operation, instruction,assessment and reflection, which are different from traditional instruction.Furthermore, instruction case analysis in Class C of elementary Chinese in Lanzhou Jiaotong University provides a confirmation for the study.The fifth part is conclusion. It emphasizes the importance and feasibility of applying Participatory Instructional Design to Chinese characters instruction at elementary stage, which should be valued and generalized in the future.Here is the structure of the essay:First, the introduction part shows the background of the essay, and analysis the research status of Participatory Instructional Design in China and overseas to indicate the goals and senses of the essay, also give the content, approaches, and objects of the essay;Second, introduce theoretical basis and essential features of Participatory Instructional Design;The third part is about the usage of Participatory Instructional Design in TCSL,analyzing the data and to see the feasibility and necessity of Participatory Instructional Design;The fourth part show the case analysis and basic mode about the usage of Participatory Instructional Design in elementary Chinese Characters teaching;The last part is the conclusion.