China’s Intangible Cultural Heritage’s Application In Teaching Chinese As A Foreign Language

In recent years,the successful implementation of national policies such as the“One Belt and One Road” has enabled China’s culture to gradually spread to the world and has been recognized and accepted by more countries and peoples.The importance of Chinese language has been gradually recognized by more and more people.Many people began to actively learn Chinese.However,learning a language is not just learning the vocabulary and grammar of the language,but more importantly learning the culture represented by the language,learning the values?embedded in the culture,and being the deepest of the nation.culture.Intangible cultural heritage as immaterial,as it happens the condensation of the cultural connotation of the nation,show a deep culture and values of the nation.The first involves the concept of "intangible cultural heritage",in 1972,proposed by UNESCO’s "protection of natural and cultural heritage".The "Masterpiece of the Oral and Intangible Cultural Heritage of Humankind" has truly entered the public eye and was recognized by the world.It was held at the 16 th session of the World Heritage Committee held by UNESCO in December 1992.With the soft power of Chinese culture growing,China’s intangible cultural heritage is becoming a hot topic,it relates to the field of the discipline and its extensive.In 2001,when Kunqu opera passed the evaluation and became the first batch of China’s world-class intangible cultural heritage,China’s intangible cultural heritage has gradually entered the line of sight of people.This represents a further rise in Chinese culture and also means that Chinese culture is The world’s competitiveness has improved.At the same time,people rise to the height of the pursuit of spiritual life,the protection and dissemination of intangible cultural heritage has become a much-needed face what comes.So,in teaching a foreign language,adding Chinese intangible cultural heritage related content,it has become a necessary means and effective way of foreign students learning Chinese culture.Join the intangible cultural heritage of our country in foreign language teaching content,not only help to stimulate interest in Chinese beginners,but also help spread Chinese culture outside.Therefore,there isstill a long way to go before the relevant content of the intangible cultural heritage in the Chinese language study of foreign students.In this article,the author takes the intangible cultural heritage that appeared in the Chinese as a research perspective,collates and summarizes the intangible cultural heritage in China,and analyzes it in detail from the aspects of layout and content selection.It also studies its application in teaching Chinese as a foreign language and its teaching strategies,and discusses how to better apply the intangible cultural heritage related content in the compilation of textbooks for foreigners in order to demonstrate its unique charm and role in Chinese teaching practice.This article is mainly divided into five chapters.The first part is the introduction part.In this chapter,the author explains the research purpose and research significance of this topic,and reviews the current research status of China’s intangible cultural heritage,and sums up the deficiencies and references to this paper.The place.The main contents of China’s intangible cultural heritage,as well as its application in several mid-level foreign language teaching and culture of readers.The main research methods used in this paper include literature research methods,questionnaire survey methods,and induction analysis methods.The second chapter mainly introduces China’s intangible cultural heritage,its dissemination strategies,and dissemination methods.It also analyzes and discusses the status of its application in teaching Chinese as a foreign language by setting up questionnaires.Finally,it concludes that China’s intangible cultural heritage is non-material.The Significance of Cultural Heritage in Teaching Chinese as a Foreign Language.The third and fourth chapters of this article are the center of the whole thesis.The author collects several sets of different teaching materials for foreigners,and statistically analyzes and analyzes the contents and times of the intangible cultural heritage in China,and thus obtains some preliminary views.In response to the problems reflected in these phenomena,some concise suggestions were made.In the fifth chapter,based on the previous findings and experiences,the author tried to design two kinds of Chinese non-material cultural heritage of Chinese intangible cultural heritage to be used in teaching Chinese as a foreign language.Hehopes that he can apply it to the teaching of Chinese as a foreign language.The last part is the conclusion,the author summarizes and summarizes the entire article,and pointed out some of the deficiencies in the paper.I hope that this article can help the teachers and lovers of Chinese as a first-line teaching in the frontline to make every effort to help everyone to better apply the essence of Chinese culture—Chinese non-material cultural heritage to teaching Chinese as a foreign language;We hope that we can supplement our new research perspective with our own efforts for the preparation of Chinese intangible cultural heritage in teaching Chinese as a foreign language.Finally,we also hope that our Chinese culture can go back to ancient times,hoping to spread our culture,allow more understanding,let more people love it,and make unremitting efforts for the spread of Chinese culture.