Research On The "Heterogeneous Classes" In The Teaching Design Of The Primary Cmprehensive Course For Teaching Chinese As A Foreign Language

With the continuous improvement of China's international status,the image of a great country and the power of China are deeply rooted in the hearts of the people.An increasing number of foreigners choose to learn about Chinese culture and Chinese language.The rising demand for learning Chinese puts forward new requirements for the quality of teaching Chinese as a second language and TCSL teachers.The primary comprehensive course of TCSL is in the basic stage of TCSL and almost each beginners of learning Chinese would be involved in.Optimizing the teaching design of the primary comprehensive course of TCSL plays an important role in improving the teaching level of TCSL.The teaching objects of TCSL are from all over the world,and the differences among students are obvious.Therefore,TCSL teachers are required to combine the actual teaching situation,teaching students in accordance with their aptitude,and design a teaching plan which is closer to students' learning needs.In recent years,as a new type of teaching mode," heterogeneous classes " has been widely used in many different types of teaching.In a nutshell,“heterogeneous classes” means with one teaching content,teaching concept and method are presented in teaching design and teacher-student interaction under the condition that teachers are with different education background,teaching experience,teaching concepts,teaching methods,students and curriculum construction.During the communication of “heterogeneous classes”,teachers can contrast the definition of teaching objectives,the grasp of teaching key and difficult points and the design of teaching process,even the final class feedback.The teachers can optimize the course design to achieve the best learning effect constantly,and even further put forward constructive suggestions and adivces on the compilation of teaching materials.This paper regards pupils from two academies in Aberdeenshire in Scotland as the sample.Under the guidance of functional linguistics and the theory of Multiple Intelligences and Cooperative Teaching Theory,combining with the "1+2" language teaching policy currently implemented by the Scottish government,this paper uses the questionnaries survey and interview to research the understanding and participation of Chinese teachers and local students in Scotland on the “heterogeneous classes”.The survey found that the Chinese teachers in this area have an active attitude to the “heterogeneous classes”,but the degree of participation of each teacher varied greatly,resulting in different teaching feedback effects.Students gave good feedback on the teaching effect of the “heterogeneous classes”.Due to many issues in preparation,implementation and feedback,the application of the “heterogeneous classes” in TCSL has not received good feedback at the present stage.According to the research of the teaching design of the “heterogeneous classes” between two academies,this paper found the advantages of “heterogeneous classes” in TCSL and proposes some teaching solutions to improve the operability of the “heterogeneous classes” from all aspects so that we can provide new ideas to optimize the class effect of the primary comprehensive course.