The Application Of Task-based Teaching Method In International Chinese Comprehensive Courses

Task,broad understanding is a relatively independent language communication activity,and narrow understanding is a content-centered language teaching activity for specific product goals.It not only emphasizes the importance of focusing on activities,but also emphasizes the information difference,activates the original language schema,and finally achieves the purpose of communication.This paper identifies Ellis' s definition of tasks,that is,narrow tasks,and uses their views as the main basis.The role of task-based teaching is to effectively improve the ability of language communication,and to stimulate learning motivation by increasing interest in learning.Focus on form in meaning,and naturally acquire explicit and implicit content of language in practice.In the mid-1990 s,task-based teaching flourished,and teaching practice became a hot topic in the study of this genre.Different from the foreign language teaching community,the Chinese teaching community pays more attention to oral English in skills teaching.On April 1,2019,Russia first added Chinese subjects to the national unified examination to comprehensively examine the comprehensive ability of Chinese.It can be seen that pure oral training has been unable to adapt to the needs of Russian teaching in Russia.Since China is the largest trading partner of the Russian Far East,in the context of the college entrance examination,it is inevitable that Chinese teachers in the region should pay attention to the teaching of language knowledge and the training of communicative competence.At the same time,it is necessary to maintain the long-term motivation of students.The task-based International Chinese Comprehensive Course can not only balance the form and meaning of L2 teaching,but also pay attention to the cultural phenomenon in language.Its concept of “doing middle school” and “real task” is in line with the demand target of applied talents in the region..Its greatest advantage is to effectively improve students' interest in learning,maintain long-term motivation,and improve their comprehensive ability in practice.During the practice of the Russian Chita IV,the author found that most of the teachers recognized the task-based teaching effect and applied it in practice.Only the 9th grade teachers have hesitated about the teaching results because of the failure of the previous examples.In order to prove that the task-based teaching is equally applicable to the 9th grade teachers and students,the author has carried out teaching practice for the grade.Due to the particularity of the teaching content,Chinese language teaching combined with task type was chosen and achieved good teaching results.There are many opinions on task-based teaching.The focus of its controversy revolves around the balance between situation and meaning.Combined with the teaching of tasks,the advantages of PPP teaching method and task-based teaching method are absorbed,and tasks are introduced in the stage of “expression” or “display”.In practice,the author tries to introduce tasks in the “practice” stage,adds a comprehensive description of “doing middle school” and realizes theoretical innovation.Finally,through the case analysis,the real task classroom is presented with reference value.The smooth development of the teaching method has benefited from the appropriate teaching conditions and the personality characteristics of the learners in Chita IV.It is a successful case of localization of tasks.This article takes case analysis as the main research method,and shows four typical cases in the 9th grade according to the research needs.Combined with the in-depth interviews,questionnaires and teaching evaluations of teachers and students,the comprehensive analysis draws the conclusion that the Chinese comprehensive course combined with the task is more suitable for the daily teaching of the 9th grade of the Chita 4 in Russia.Improve learners' interest in learning,Chinese proficiency and language synthesis.The significance of this study is to provide new teaching ideas for adapting Chinese to the Russian college entrance examination.