Investigation And Analysis Of Chinese-teaching Of Rosebud School In Kathmandu Of Nepal

In 2005,Hanban had sent Chinese volunteer teachers to Nepal for the first time,and it has been 13 years since.During the visit of Chinese President Xi Jinping to the Central Asian and Southeast Asian countries in September and October2013,General Secretary Xi Jinping proposed the initiative to jointly build the "Silk Road Economic Belt" and the "21st Century Maritime Silk Road".Its purpose is to promote exchanges and cooperation between countries along the country in the economic and cultural fields and promote the process of world peace and development.The "One Belt and One Road" is not only China’s,but also the region’s and even the world’s.Nepal is located in the heart of India-Myanmar Economic Corridor,and its border with China’s Tibet Autonomous Region is only 400 kilometers away.It is of strategic significance to the implementation of the Belt and Road in South Asia.This article is based on the author’s four-month Chinese language teaching practice in Kathmandu,Nepal RoseBud School junior students as the research object,through the introduction and development of Chinese teaching in RoseBud School,mainly analyzing the composition of students,learning motivation,learning situation The composition of Chinese teachers,cultural adaptation,teaching situation,and the use of teaching materials in schools.The author finds that the school has established Chinese language courses for nine years.The school is very familiar with the development of Chinese language courses and the participation of Chinese activities.However,there are still some problems,such as: lack of systematic teaching,over-emphasis on the results of Chinese competition,and there is no scientific assessment system,students’ learning effects and interests can not be maintained for a long time.Based on this,the author proposes that in the Chinese teaching practice in Kathmandu,volunteers should adhere to the actual conditions in Nepal,adhere to student-led intensive lectures and exercises,find out students’ interest in learning Chinese,and help cooperative universities develop Chinese language teaching plans.We will improve the appraisal system,solve the stagnant status of students’ Chinese language through the establishment of Chinese language classrooms,and try to cultivate students’ determination to learn Chinese as long as possible.In the first chapter of this article,the author clarifies the research status,research purpose and significance of this topic by reading relevant literature.Based on practical teaching experience,the research content and basic ideas were determined.In order to make the conclusions of the article objective and effective,different research methods were adopted.In the end,the basic situation of Nepalese basic education is described to describe the overall situation of Chinese teaching in primary and secondary schools.This is the basis for the second chapter.The second chapter of this article mainly introduces the school history and teaching philosophy of RoseBud School.Through the idea of running schools to analyze the status of Chinese teaching in RoseBud School,the reasons for the introduction of Chinese language teaching,and whether Chinese teaching has achieved favorable development in this school.In the third chapter of this article,a survey of all grades of learning Chinese in the university is conducted.The author mainly understands the composition and motivation of the students.At the same time,the Chinese students are most interested in cultural activities included in this chapter to explore the significance of Chinese language activities in overseas Chinese teaching.In the fourth chapter of this article,the author conducted an interview with two Chinese teachers of RoseBud School to get a detailed understanding of the composition,basic situation and workload of Chinese teacher volunteers.In this section,the author also talked about the problem of cultural adaptation of Chinese teachers,including some difficulties encountered in clothing,food,housing,and living,and how to overcome them.In Chapter 5 and Chapter 6 of this article,the author discusses the teaching materials and teaching respectively,and combines the problems found in the analysis of the previous four chapters to put forward relevant suggestions for improvement in five aspects: school,students,teachers,teaching methods,and teaching materials.Among these,the biggest problem of RoseBud School in Chinese teaching is that the students’ level of Chinese language is stagnant.This is inseparable from the school,the students,the Chinese teachers,the teaching environment,and education policies.The author will combine the above issues with her own teaching practice experience to propose a corresponding solution to the problem.She hopes to use this research to provide lessons for follow-up volunteers in Nepal.