Investigation And Research On Integrating Chinese Culture Into Elementary Comprehensive Classroom

The language contains rich cultural connotations.Incorporating cultural content in teaching Chinese as a foreign language helps to increase students' interest in learning Chinese,and to a certain extent can also spread Chinese culture.At present,most of the existing studies on cultural teaching in teaching Chinese as a foreign language are based on cultural thematic teaching research,and are mainly concentrated in the intermediate and advanced stages and textbooks.Research on classroom teaching content and methods is relatively rare.In the elementary Chinese teaching stage,practical research on how to integrate cultural content with language classroom teaching is even rarer.This article takes Chinese teachers,Chinese classrooms and students as the main research subjects,and uses the Chinese cultural content as the basis of the textbooks "Experiencing Chinese Basic Course","Developing Chinese I","Boya Chinese Beginners" and "Experiencing Chinese High School" The entry point,combined with the author's Chinese teaching practice experience in Khon Kaen Province,Thailand,to understand the integration of Chinese culture teaching in the Chinese comprehensive course in Khon Kaen Province,Thailand,and to explore the combination of different regions and different students Learning characteristics,how to integrate Chinese cultural content,what content to integrate and other series of questions.In the introduction,the author mainly elaborated the background and significance of the topic selection,relevant research theories and research results,research content and innovations,and research methods including literature research,classroom observation,and questionnaire survey.By referring to the literature,the research results of the current situation of Chinese culture teaching in teaching Chinese as a foreign language and the research results of Chinese culture teaching in Chinese teaching in Thailand are summarized and analyzed,and the research ideas are clarified.The main part of this article is divided into three parts.The first part is a summary of the integration of Chinese cultural content in the overall Thai classroom and a summary of the teaching of cultural content in the Khon Kaen region of Thailand.It is mainly explained by the introduction of Chinese cultural content,teaching Chinese as a foreign language and the syllabus of Thailand,and the cultural teaching situation in the comprehensive teaching of elementary Chinese in Khon Kaen.The second part is the current situation and existing problems of Chinese culture teaching in the integrated Chinese classroom in Khon Kaen Province,Thailand.Through the comparison of teaching materials,classroom observation,etc.,from the school's teaching status,the content of the compilation of the textbook,teachers' teaching strategies and awareness,students' motivation and effect feedback to study and analyze the current situation of integrated Chinese language integration into cultural teaching,to find out problem.The third part revolves around the problems found in the previous chapter,and puts forward the following teaching suggestions: schools should increase the importance of Chinese and formulate a unified syllabus;the cultural content in the textbook needs to be scientifically and reasonably written to be close to real life;improve Chinese teachers Qualifications of cultural teaching and enrich teaching methods;increase students' motivation and interest in learning Chinese.Finally,the conclusion part briefly summarizes the full text and expounds the deficiencies of this article in the research process.Through thinking and analyzing the problems reflected in the teaching of cultural content in Chinese language teaching in Khon Kaen,Thailand,combining with its own teaching practice experience and the teaching experience of other Chinese teachers,it proposes a solution strategy.I hope that these thoughts and suggestions will provide reference for the Chinese teachers who will go to work later.