Teaching Design Of Intermediate And Advanced Reading Course Of Teaching Chinese As A Foreign Language Based On Interactive Teaching Method

Reading is the main channel for people to acquire information and knowledge in their daily work,study and life.Reading is a single skill course for helping students to understand articles,master reading skills,cultivate reading interest,develop the habits of reading and improve reading ability,which plays an important role in teaching Chinese as a foreign language.Reading in intermediate and advanced stage is the key of reading,and it is the transitional stage from understanding words and contexts to improving reading skills and communicative ability.In the course of teaching Chinese as a foreign language,people do not pay more attention to the reading lessons,the teaching method and the results in teaching.It is common for teachers to pay attention to the explanation than study.They often neglect the teaching links and the research of teaching method.After analyzing the present reasons and studying the literature,as well as interviews and teaching practice,the paper explores to apply the interactive teaching method to the teaching of intermediate and advanced reading lessons in Chinese as a foreign language.The teaching design of intermediate and advanced reading lessons of Chinese as a foreign language has been put forward based on interactive teaching method.On the basis of the student-centered features of the interactive teaching method,teachers conduct careful design and teaching.Teachers and students perform interactive activities among the teachers,students and books.Students are active to attend the classroom activities and they understand the articles easily.So they can grasp the knowledge so as to finish the reading tasks and promote the ability of reading.After teaching practice and teacher interviews,some suggestions for optimization the teaching design have been proposed.This thesis is divided into six parts.The first part is the introduction,which introduces the purpose and significance of this research,and discusses the contents and methods of the research.The second part is an overview of the theory of interactive teaching method and related research,reviewing the relevant literature of interactive teaching method,and analyzing the status of interactive teaching method.The third part is the feasibility analysis of the interactive teaching method applied to the intermediate and advanced reading course of Chinese as a foreign language,which analyzes the present situation of the readingcourse of Chinese as a foreign language,and discusses applying the interactive teaching method to the teaching design of the intermediate and advanced reading course of Chinese as a foreign language.The fourth part is the teaching design of intermediate and advanced reading course based on interactive teaching method.It selects two texts as examples,intermediate reading course “The Story of the Lost Horse” and advanced reading course“Confucius Advice” from the book of Developing Chinese,to analyze teaching objectives,teaching objects and teaching strategies,with the emphasis on the subjectivity,cooperation and strategy of interactive teaching method.The method of drawing mind map has been used to assist in analyzing the content and structure of articles,and form the teaching design of intermediate and advanced reading course based on interactive teaching method.The fifth part is the reflection of teaching design of intermediate and advanced reading course in Chinese as a foreign language based on interactive teaching theory.It evaluates and reflects on teaching design practice,and puts forward suggestions for teaching optimization.The sixth part is the conclusion,which summarizes this study through teaching design practice and interview.Through the research,it is found that the teaching design of intermediate and advanced reading course in Chinese as a foreign language based on interactive teaching method has greatly improved compared with the traditional mode in classroom atmosphere,understanding,structure and language.It is significant for teaching research and practice.But at the same time,it is found that in the process of teaching,the teacher's knowledge reserve and guide language,the application of evaluation language and the control of teaching rhythm are very important,and the teacher should make sufficient teaching preparation.