The Analysis And Countermeasures Research In Classroom Teaching Of Chinese In Mongolia

Recent years,teaching Chinese as a foreign language has made great progress in both basic theory and teaching practice,but as a new discipline,the quality of teaching is not satisfactory.From the current situation,the main reason for the efficiency of teaching Chinese as a foreign language is not the low level of knowledge of Chinese teachers,but the teaching ideas are not suitable,and rarely to study,summarize and improve.Prof.Lü Bi song taught the teaching of Chinese as a foreign language into four links :general design,teaching material preparation,classroom teaching and testing.Classroom teaching is the key to improving the quality of teaching.And Mongolian teachers are mostly lack of teaching experience of the volunteer teachers,after short-term intensive training,teaching basic skills have improved,However,in practice teaching,due to the different teaching objectives,objective conditions,there are still many problems,affecting the improvement of teaching effectiveness.Based on the document literature of Mongolian and the theory of teaching Chinese as a foreign language,this thesis focuses on the research and countermeasures of Chinese teaching in middle schools,combines the current situation and practice of Chinese teaching in Mongolia,and improves the teaching of the whole classroom Quality of the point of view,the analysis of the lack of appropriate and practical teaching strategies.The thesis consists of six parts.The first chapter summarizes the history and current situation of Mongolian Chinese teaching,the research methods,significance and research status of this thesis.The second chapter analyzes the current situation of Qimeng Middle School,including the situation of Chinese teachers,the use of teaching materials,the setting of class and cultural activities,and the investigation and analysis of students’ learning situation.The third chapter analyzes the problems from the aspects of classroom discipline,teaching methods,cultural factors,exercises and dictionaries.The fourth chapter puts forward the specific operational strategy for the problem respectively.The fifth chapter,from the perspectiveof the overall classroom,for different teaching objects,combined with teaching cases,discusses the Mongolian classroom teaching.Finally,the article summarizes the meaning and shortcomings of this article.