An Action Study On The Task-based Teaching Method Of Elementary Chinese Comprehensive In The Philippines

Both 3P and TBLT belong to the branch of communicative teaching method.At present,the former is widely used in teaching Chinese as a foreign language.However,we are in the practice of teaching Chinese as a foreign language in the Philippines,it is found that the 3P teaching mode has problems such as insufficient language input and language output,and teacher's lack of cultivating student's communicative awareness,but these problems can be effectively avoided by TBLT.In order to more comprehensive system to objectively recognize and validate the effectiveness of the task-based teaching method in teaching Chinese as a foreign language,we uses action research methodology,in the Philippine Pasay Chung Hua Academy for Chinese comprehensive course for teaching experiment,classroom experiment,the method of quantitative analysis and empirical analysis,formed the task-based teaching method is applicable to the elementary Chinese comprehensive course in the Philippines.Through the development of task activities,students can transform the knowledge they have learned into skills and apply them in daily life,truly realizing “learning by doing and learning by using”.In order to further understand the reasons for the similarities and differences between the traditional 3P mode and the task-based approach,we make a comparative analysis of the differences between the traditional 3P mode and the task-based approach from the perspectives of second acquisition theory,linguistic theory and teaching model.Discovery tasks and exercises have different emphases in the teaching process.Therefore even if TBLT is adopted in teaching,the importance of practice to learning should not be neglected.In order to design task activities to meet students' learning needs,we conducted background research on the teaching objects and textbooks and studied the previous research results.There is a lack of purposefulness and dynamic research in the previous research on TBLT.Lack of practical advice.In order to make up for these shortcomings,we adopt action research methodology while teaching TBLT to timely analyze the problems in the teaching process and put forward countermeasures.According to the six steps of discovering and analyzing problems,putting forward hypotheses,formulating task design,implementing task design,reflecting and exploring and then implementing,and summarizing,two rounds of action research are conducted.It is found that taskbased activities can effectively improve the ability of Philippine primary Chinese learners to use Chinese comprehensively.In view of the former research process lacks the practical suggestion question,we proposed corresponding solutions to the problems existing in the process of the first round of action research and applied them in the second round of action research.Found for punishment and reward system,incorporating classroom discipline into the appraisal content and so on can well solve the first round of action research in the classroom order and group results show gaps etc.Therefore,reasonable and feasible suggestions are put forward from the two aspects of task setting and classroom management.Through practice,TBLT is adopted to coordinate the relationship between language form and language meaning,cultivate students' ability to find,analyze and solve problems,and provide students with the possibility to realize themselves in the process of task activities.