A Comparative Study Of The Grammar Of Chinese Course And Happy Chinese

Materials are not only the main carrier of the teaching content, but also the bridge between teachers and students.Therefore, the materials play the vital role,the compilation of the materials also become very important in the teaching Chinese as a foreign language.Especially in the initial stage,the compiling method of the materials directly affects the teachers' teaching methods and students' learning interest. Some important theories including linguistics theory,psychology theory,education theory and so on, have had a very great influence on the compilation of the materials.Grammar teaching is the key of the primary Chinese teaching,and grammar teaching is largely affected by the materials.So far, there are not many textbook comparison works,and the comparison between materials and audio-visual materials is even fewer. This paper compares "Chinese textbook" with the audio-visual material "Happy Chinese", from the grammar number, rank as well as the arrangement, in order to discover their advantages and disadvantages.It is expected to come up with some constructive suggestions and adapt to the teaching better.The second part focuses on the theoretical basis of the two materials.The research is based on the theory of linguistics, psychology and pedagogy.The third part is the main body of this thesis.It compares "Chinese textbook" with "Happy Chinese" from the grammar number, rank and the arrangement mainly by using the method of statistics and the table. This section includes three aspects.The first aspect finds the common grammar items of the two materials and analyzes the two different presentation of the same knowledge.Through the comparison,it finds out the suitable method for students.The second aspect studies the segmentation of difficult grammar points. For this kind of grammar points,it is not good for the students to study better.It is best to adhere to the principle of teaching the content between difficulty and simplicity.After teaching the difficult grammar, the teachers should arrange some easy grammar items,to reduce the study burden of student learning.The third aspect studies the order of the same grammatical knowledge,which is related to the teaching order.On the teaching,we must be consistent with the cognitive law of the student: from simpleness to complexity, from facility to difficulty.The fourth part describes the problems based on the comparison of "Chinese textbook" and "Happy Chinese",such as grammar with to many professional terms,the examples lack of context,the knowledge repetition,the grammar explanation is too simple.Therefore, in order to improve students ' communicative ability,I propose some suggestions: in the writing of the primary materials of Chinese as a foreign language,the grammar level should be appropriate.The teachers should choose the grammar items of low usage strictly,and strengthen reproduce the syntax.The fifth part mainly summarizes the content of the previous parts.As the conclusion,the part describes the shortcoming of this research,as well as the prospects of the future research.