Individual Teaching Of Primary Oral Chinese Course In Phibunwes School In Bangkok Of Thailand

Under the influence of the “Chinese language fever” background,the number of people learning Chinese is increasing,and the team of international Chinese language teaching is also growing.Faced with the different learning needs of different learners,the international community is increasingly demanding Chinese language teaching talents.Because the level of Chinese as a foreign language teacher not only determines the learning effect of the learner,but also represents the overall quality of the foreign language teacher.Faced with the great demand of the international community today,how can we better meet the learning needs of different learners and achieve good learning results? This is the key issue that teachers of Chinese as a foreign language should think about,and it is also a major issue that needs to be solved in teaching Chinese as a foreign language.During the Chinese language teaching activity at the Phibunwes School in Bangkok,Thailand,the author integrated the concept of individualized teaching into the spoken Chinese class and developed the ability of students to use the Chinese language for oral communication.By combining the classroom teaching of the spoken language class with the individualized teaching philosophy,students are trained to use Chinese to communicate and have achieved relatively successful teaching feedback.The author hopes that through his own relatively successful teaching practice research,he will play a role in attracting attention and attract more attention to the thinking of the foreign teachers.In the face of the current teaching situation faced by them,we should consider how to use more advanced teaching concepts and better teaching methods to guide teaching practice activities and improve the quality of teaching Chinese as a foreign language so as to promote the further development of the teaching of Chinese as a whole.This article mainly discusses teaching research from the following sections:The first part: Introduction.The research significance,research status and research methods of this paper are discussed.The second part: It is the summary of information survey of the teaching schools.Including the teaching situation of the teaching school and the situation of the teaching subjects to conduct a comprehensive investigation and personalized analysis.The third part: Students' problems in the process of learning oral English.Including the analysis of the reasons for the students' problems.Through classroom teaching and class exchanges,teachers discovered problems in students' voices,grammar,and vocabulary.The fourth part: Analysis of the causes of the problem.From the knowledge point,the teacher's teaching method and the student's cultural background,they are analyzed separately.The fifth part: The improvement strategy of personalized teaching in spoken language course.From the teacher's teaching improvement strategy to the student's learning improvement strategy,they jointly promote the improvement of teaching results.The sixth part: teaching evaluation and summary of personalized teaching in spoken language course.The first is to test students' learning outcomes.Then there is the teaching evaluation of the effec.Finally,it is to summarize the inspiration of the entire personalized teaching method for the development of Chinese as a foreign language teacher.The seventh part: Conclusion.Summarize the main questions of this article and explain the deficiencies.Finally,the teaching prospect of individualized teaching.