A Study On The Application Of "Oral Presentation" In TCSL

“Oral Presentation” is regarded as a quiet common language training method in the traditional Western education system.For the last few years,a large number of scholars at home and abroad have affirmed the positive effect of “Oral Presentation” through their continuous practice and exploration.Also,as a country whose teachingidea is deeply influenced by western world,"Oral Presentation" is an awfully common occurrence in Georgia.However,compared with it's widespread use in other subjects,the application of “Oral Presentation” in Georgian's Chinese teaching still has much problems,such as low use frequency,limited teaching methods and unsatisfactory teaching effects,even some Chinese teachers don't have the consciousness of combining “Oral Presentation” with Chinese teaching.In order to prove the usability and usefulness of “Oral Presentation” in Chinese studying,this article is based on the author's practice of Chinese teaching in Georgia.First,to sort out basic knowledge of “Oral Presentation” through literature research,take character interview,questionnaire,data analysis and classroom observation to investigate the application of “Oral Presentation” in Georgian teaching system and Chinese teaching.Then selecting five HSK level 4 adult Chinese learners to carry out three stages teaching practice.The whole practice is consisting of pre-preparation,teaching practice and teaching effect evaluation.And the teaching practice is record and reflect from six aspects: theme select,report time,activity design,implement,observation and discovery,score evaluation and improvement measures.In the evaluation of teaching effects,the author quantified the students' practical performance according to the criteria which set in the pre-preparation period,and judge the effect of “Oral Presentation” based on the statistic collected from teaching process.Practice has proved that a well-prepared “Oral Presentation” activity can not only achieve the organic integration with the classroom teaching of Chinese as a foreign language,improve students' Chinese expression ability and lengthen Chinese expression duration,but also increase students' Chinese contact time,enhance students' language expression opportunities,augment the minimum output.Furthermore,it can help to build a platform for students to know more about Chinese language and Chinese culture.While,in sake to play the advantage of “Oral Presentation” in Chinese class better,it is necessary to pay more attention to the preparatory work,to give students appropriate choices during the process of topics selection,and to balance the proportion of preparation,display,interaction and activities during the activities,evaluate the relationship between the four parts.At the same time,“Oral Presentation” activity should always adhere to the principle of student-centeredness,Chinese teacher can try to make some localization during teaching activities according to the student' real needs,flexibly in form and patience in process.