The Study And Practice Of The Teaching Of Cultural Vocabulary In Chinese As A Foreign Language

The teaching of cultural vocabulary is not only a part of the teaching of Chinese vocabulary,but also an important way of cultural communication and cultural exchange.This article aims to understand the situation of the vocabulary and teaching of Chinese as a foreign language and try to summarize the teaching methods of Chinese as a foreign language vocabulary suitable for Chinese schools in the Philippines.The significance of this study lies in the reasonable teaching method for the study of cultural vocabulary in Philippine Chinese school students,providing teaching experience for the teaching of foreign Chinese cultural vocabulary and the possibility for the formation of the teaching model of foreign Chinese cultural vocabulary.The first part of this paper is the introduction,which explains the purpose and significance of the research,the ideas and method,and review of relevant literature.The second chapter is the cultural vocabulary and teaching theory.This paper synthesizes the definition of cultural vocabulary of scholars in China and talks about individual views of cultural vocabulary.The teaching theory of cultural vocabulary chooses the “clustering” theory involves the theory that individual factors have a related influence on learning when students acquire second language,which can be served in later chaptersThe third part is the cultural vocabulary teaching of Chinese as a foreign language.Based on the teaching experience and previous experience,this paper discusses the characteristics and teaching principles and requirements of the vocabulary teaching of Chinese as a foreign language.The fourth part is the teaching practice of cultural vocabulary in Chinese teaching in Chinese schools in the Philippines.This part aims at the teaching of cultural vocabulary in Chinese teaching in Philippine Chinese schools.Through the analysis of the situation of Chinese teaching in Immaculate Conception Academy and the analysis of students,it’s found that ethnic identity helps students learn Chinese.Therefore,according to the cultural content of Chinese students who have a sense of identity,cultural vocabulary teaching content is selected.And to use the teaching material to carry on the cultural vocabulary classification,summed up three kinds of cultural vocabulary teaching method.Ⅰ.Extension of cultural terms based on the clustering of cultural terms.Ⅱ.The story explanation method of cultural vocabulary refers to the story behind the cultural vocabulary that is refined or supplemented or deleted by the teacher of Chinese as a foreign language.It presents students with a story with rich content,profound meaning,and full of interest.The storytelling method is a very effective teaching method to help students understand,remember,and apply cultural vocabulary.Ⅲ.The film and television explanation method of cultural vocabulary can let students intuitively feel the infinite charm of Chinese culture through the study of a cultural vocabulary.In order to verify the teaching effect of the three teaching methods,we conducted a questionnaire survey on the students.The survey results show that the three teaching methods basically achieve the effect of students ’learning.Among them,the shortcomings of teaching methods are also clarified.The fifth part is the teaching effect and experience summary.Through the analysis of the results of the survey,we come to an ideal result.Although the three teaching methods have shortcomings,they are basically recognized by students.Finally,reflected and summarized on the basis of the problems that encountered in teaching.