The Research Of Total Physical Response Of Chinese Teaching In New Zealand School

As a volunteer Chinese teacher,I was lucky enough to experience teaching Chinese for ten and a half months in Rotorua,New Zealand.Amidst my teaching experience,I found that the quality of Chinese teaching in New Zealand is generally poor,the most basic level is nothing,in high school and university level,the number of people learning Chinese as a second foreign language is minimal.On the basis of the research experience from previous researchers,I guessed that Total Physical Response can improve the situation of Chinese teaching in primary and secondary in New Zealand,so I conducted a comparative experiment in two grades and through classroom observation,questionnaires and other ways for students to evaluate the two teaching methods.Then I summarized the advantages and suggestions of TPR teaching method.This thesis consists of five chapters:Chapter one,introduction,which includes topic selection origin,selection purpose,research method and research review of TPR.Chapter two,the general summary towards TPR,which includes TPR definition,theoretical basis and procedure.Chapter three,the general summary towards Kaharoa School and its Chinese language education.Chapter four,the teaching effect evaluation of TPR teaching method in Kaharoa School.I conducted a comparative experiment of TPR teaching method against a traditional teaching method in the two grades,the lower year level 1-2 and the higher year level 7-8.Though comparing the evaluation results,TPR teaching method adapts to the New Zealand relaxed and happy classroom environment and the New Zealand students lively personality characteristics.Chapter five,the advantages and attentions of TPR teaching method in Chinese teaching in New Zealand.I analyzed the advantages of TPR teaching method in Chinese teaching of primary and secondary schools in New Zealand.However,it should be noted that TPR teaching method does not apply to Chinese teaching in all cases.