Oral Chinese Teaching Class Design Under The "Input-output" Theory

With the support of "Input hypothesis" and "Output hypothesis" theories,combined with the American high school students teaching experience gained from the Chinese learning Summer Camp held in QuJiang first high school Xi'an city Shaanxi province in 2016,this paper concentrates on making a better teaching design in the aim of solving those existed oral Chinese teaching problems such as:out-of date and dogmatic oral Chinese teaching methods,second language biased acquisition theory involved in oral Chinese teaching,low learning efficiency.Four methods are mainly adopted in this paper:Questionnaire,Academic examination,Teaching diaries recording,Teaching materials analysis and induction.With the help of those four methods described before,under the guidance of "Input hypothesis" and "Output hypothesis",four oral Chinese teaching activities have been made:"Ancient city treasure search" "I am the Chinese teacher" "Popular topic debate" "Chinese IOPP".Teaching practices in this paper have proved that:"Input hypothesis" can provide enough speaking materials for the learners and "Output hypothesis" can use the students' feedback to verify if the teaching materials have been acquired.Only when the teacher adjusts the class teaching design to the combination standards of "Input hypothesis" and "Output hypothesis",can the oral Chinese teaching class improve the learners' Chinese oral communication competence.