The Application Of Visual Representation Methods In The Teaching Of Chinese As A Foreign Language

Visual representations are based on images, such as diagrams, concept maps and mind maps. Based on this idea, this paper explores the idea of applying visual representation to vocabulary teaching in TCFL ( Teaching Chinese as a Foreign Language) , starting from the present situation of Chinese vocabulary teaching and the application of visualization, combining the relevant theoretical analysis, teaching design and teaching practice. In order to achieve the goal of combining visual optimization teaching and thinking about the new direction and effect of Chinese vocabulary teaching to foreigners.In this paper, through a series of research methods such as literature research,induction analysis, questionnaire survey, test method and experimental research method,the theory and practice are combined to make reasonable assumptions, and the initial hypothesis is verified by implementing specific experiments. The whole experiment was conducted in the primary course of the international students. The process was a semester. After using the two books, named Intensive Elementary Chinese Course(Listening and Speaking ?), Intensive Elementary Chinese Course (Listening and Speaking ?), and arrange the experimental group and the control group after the design of different teaching programs. According to the data analysis of the two groups before and after the test and the data analysis of the questionnaire, we can conclude that the visualization means can improve the learners' achievement in the teaching of Chinese as a foreign language, break the limitations of the traditional vocabulary teaching. First of all, this new field of visualization can mobilize learners' visual spatial intelligence which is in line with the learning style and cognitive characteristics of foreign Chinese learners. Secondly, the visualization of the means used in the teaching of Chinese vocabulary is a positive attempt and innovation, and it also has a certain feasibility and effectiveness, so that the subject of teaching can use this means to sort out the internalization of Chinese and foreign language knowledge structure system. Third, It is necessary to focus on the visualization of the means of visualization to promote more scholars to pay attention to the practice of this theory, it can be a reference for the teaching practice of TCFL teachers and open a new way of vocabulary teaching in TCFL so as to make it more open in realizing the optimized teaching and promoting learners' effective learning. Finally, the limitations of this study also provide a perfect space, in the follow-up practice process to continuously verify and improve the application of this means to enable them to optimize teaching and promote learners on the road to learn more and more.