Chinese Culture Teaching At Primary And Secondary Schools In Serbia And Italy

Culture,being a significant symbol of soft power for one country,lies in important position in the study of teaching Chinese as a second language.For the status of culture teaching orientation,however,there is not a unified point of view.Whether should culture teaching be supplement to language teaching or an independent role? Culture or language which one is more vital? Different researchers hold different opinions.After teaching in Europe for two years,the author believes that culture teaching has an irreplaceable role in overseas Chinese popularization.For overseas students of primary and secondary schools,cultural appeal and influence affect even more than the Chinese language.It is of vital importance to establish a positive image and correct understanding of overseas Chinese students in the long-term sustainable development of Chinese culture.The theme of this thesis is to study Chinese cultural teaching in overseas primary and secondary schools.And the purpose of this study is to find a more effective way to promote Chinese culture overseas.Through access to information,questionnaire,observation etc.,the author explains China culture teaching situation in Belgrade,Serbia and Tuscany,Italy.Comparison of problems existing in Chinese classes in both the two countries has been taken.The reasons have been given and solutions been discussed.Students aged 12-16 in the two area are as the research object,through the literature study,classroom observation,interviews and other ways to carry out investigation and Study on students' personality characteristics as well as learning motivation.Teaching resources in these area is also analyzed.Chinese culture course has been designed combined with the current TCSOL teaching outline.The author choose broad cultural concept as the content of culture teaching.While planning teaching design,constructivism,pragmatism and White's process philosophy are as reference.The author advocates to build environment for students,guide the students to feel,experience and discover cultural knowledge.Cultural topic for the whole school year has been arranged.And a detailed teaching design in theme of the Spring Festival has been carried out as an example.The innovation of this article is to highlight the status and role of cultural teaching in Chinese learning in primary and middle school overseas.On the basis of the comparison between two countries,conclusions and methods are more general.It is hoped that this study can provide reference in global Chinese culture communication in the future.