Study On The Application Of Flipped Classroom In Intermediate Oral Chinese Class

Nowadays,under the traditional teaching model,there are still problems challenges within the Oral Chinese teaching at university level.To name a few,these challenges include teacher-centered and uneven student speaking rates in the classroom.The core goal of Oral-Chinese teaching is to cultivate the ability of Chinese learners to communicate well in spoken Chinese.Therefore,in order to help Chinese learners improve their oral expression skills,Chinese instructors have been looking for more feasible and efficient teaching methods.Faced with the current development situation,an innovative teaching model-Flipped Classroom is expected to improve these problems.At present,there have been a certain number of studies combining the Flipped Classroom teaching model with Chinese teaching.This thesis aims at the current situation of the teaching of intermediate oral Chinese in colleges and universities in China.It also refers to the application and integration of domestic Flipped Classroom teaching model into the intermediate oral Chinese teaching lessons.This thesis also summarizes the most effective ways to combine the Flipped Classroom teaching model with the intermediate spoken Chinese lesson.The first chapter mainly introduces the significance of this topic,current research status,research ideas and methods,theoretical basis and feasibility analysis;The second chapter explains the definition of the Flipped Classroom teaching model,analyzes the curriculum of the intermediate spoken Chinese lesson,and introduces the constituent elements,design principles and curriculum flowchart of the intermediate spoken Chinese lesson under the Flipped Classroom teaching mode;The third chapter is based on teaching analysis,designs and implements spoken Chinese teaching schemes under the Flipped Classroom model from three phases: pre-class,in-class and after class;The fourth chapter evaluates the effect of Flipped Classroom teaching from three aspects: the completion of self-study before class,the learning situation in class,and the results of the students' questionnaire survey.It also looks into the teaching reflects from three aspects: instructor's preparation for pre-class,students' self-study performance and class activities design;Finally,a summary will be drawn from this study which also points out the limitations in the research.