| As an important part of Chinese language teaching,classroom exercises play an important role in students' mastery of language knowledge and the four language skills of listening,speaking,reading,writing and writing.The manner in which the teacher conducts the exercises,the content of the exercises,the type of questions and the duration of the exercises directly affect the students' acquisition of language knowledge and skills.Audio-visual speaking lessons are a new type of Chinese language lessons that combine visual and audio recording.They combine vivid and intuitive contexts to help students understand how to use their speech knowledge,present Chinese culture and real life situations in a three-dimensional manner,and provide rich communication topics to arouse students' interest in learning Chinese and understanding China.How teachers handle video materials and implement "audio-visual speaking" exercises in the classroom directly affects students' experience of audio-visual listening and speaking courses and the effectiveness of comprehensive skills training.Advanced Chinese learners need to master the language of "listening","speaking","reading" and "writing".As the objectives of the competency are different,the classroom exercises for different levels of Chinese learners will naturally be different,so I will focus on advanced audiovisual speaking classroom exercises.In Chapter 1,the introductory section introduces the achievements and shortcomings of previous research on classroom practice of Chinese as a second language.In Chapter 2,I attempt to establish an assessment scale for advanced audiovisual classroom practice by reviewing relevant theories and important ideas and taking into account the Chinese learning objectives for "advanced" level learners,basic principles of teaching Chinese as a foreign language,the nature of audiovisual course types,teaching objectives and characteristics of Chinese as a second language in the light of the General Outline of the International Chinese Language Teaching.Chapter 3 records the third-year audio-visual speaking class at Shanghai Normal University,analyzes the proportion of "teaching and practicing",practice forms,and practice contents,and examines whether the current audio-visual speaking classroom practice of Chinese as a foreign language at Shanghai Normal University has reached the goal of advanced language practice and whether it has met the teaching objectives of this type of class.The objectives,whether the standards and principles can be effectively translated into students' performance through classroom exercises.This chapter summarizes the advantages of the current advanced audiovisual classroom practice and identifies the problems that need to be improved in order to make the teaching of Chinese as a foreign language more effective.In Chapter 4,through interviews with teachers and questionnaire surveys of students in three classes,me find out the many complex reasons behind the current situation of advanced audio-visual classroom practice,and then give practical suggestions from multiple perspectives,hoping to bring some inspiration to the design of advanced audio-visual classroom teaching and classroom practice for international students in colleges and universities.In Chapter 5,I propose my own classroom practice design concept based on the existing problems of advanced audiovisual classroom practice,combined with my own designed advanced audiovisual classroom practice scale and my own understanding of advanced audiovisual classroom practice,and provides a 90-minute case study of advanced audiovisual classroom practice design using the first lesson ofthe first unit of the second book of Chinese Audiovisual Course: A Family of Children as the teaching case material.Chapter 6 summarizes the conclusions of this paper and organizes the issues that have been touched upon in the process of writing this paper but not discussed in depth,and proposes relevant ideas and directions for further research. |
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