Design Of Immersive Chinese Class Teaching For Primary Chinese Comprehensive Course In The SMA CAHAYA SAKTI

Indonesia and China are across the sea.It is the earliest country for Chinese immigrants.In the 1930 s and 1940 s,many cities in Indonesia established overseas Chinese schools.The development of Chinese language teaching for decades has already penetrated the national education system,while in the teaching method,the field is not developing well.The immersive teaching method originating from the French-speaking area of Canada is very popular in the Chinese teaching field,but rarely mentioned in Indonesia.Teachers mainly teach Chinese by means of translation in the SMA CAHAYA SAKTI.They teach knowledge points in English or Indonesian,and the concept of immersive teaching method is little known.In order to change this situation,the author is the first time to try the immersive Chinese classroom.This author takes the HSK Biaozhun Jiaocheng 2 published by Beijing Language Publishing House in 2013 as the main teaching material,and carries out the teaching design of the immersive Chinese classroom for the Chinese primary comprehensive course with the high school sophomores of the SMA CAHAYA SAKTI in Jakarta.During the teaching period,the author decorates the classroom and flexibly uses various teaching skills to teach Chinese,in addition,adds the teaching assistants and classroom extension.Not only do students’ learning habits change from the passive learning to the internal learning but also learning interest has increased significantly.After author analysing classroom observation,questionnaire survey and data collection,the implementation of immersive Chinese classroom in the SMA CAHAYA SAKTI is obvious,which is helpful to the development of Chinese teaching in school.It is worth promoting and has certain reference value for local Chinese teaching in Jakarta.This paper is divided into five chapters.The introduction narrates the reason and significance of the topic,literature review,and explains the main research methods of this paper.The first chapter is the concept combing.Firstly,it introduces the concept of immersiveteaching.Through the narrative of its origin and development,it embodies the characteristics of immersive teaching with high interest and high teaching efficiency.Then introduce the difference between second language teaching and foreign language teaching.Secondly,it distinguishes the difference between immersive teaching in second language teaching and foreign language teaching.Thirdly,the comprehensive Chinese course is introduced.The second chapter introduces the history and current situation of Chinese teaching in the SMA CAHAYA SAKTI in Indonesia,and summarizes the five major problems of Chinese teaching materials,lack of teachers’ resources,backward teaching methods,students’ fear of emotions and low learning outcomes.The third chapter is the core of instructional design.There are four parts.The first part introduces the status quo of the high school students in the SMA CAHAYA SAKTI who are lazy and the learning effect is not ideal.The second part introduces the reasons for choosing HSK Biaozhun Jiaocheng 2 as the main teaching material for teaching design and its basic introduction,as well as the class schedule of the course.The third part introduces the goals that can be achieved in the immersive learning environment,for example increasing learning interest,actively learning Chinese,significant teaching achievements,achieving HSK level 2 and participating in HSK level examinations.The fourth part is core of the chapter,which is the design of the immersive Chinese classroom in the elementary Chinese comprehensive course.This part is about designing the immersive Chinese class according to the decoration classroom,leading-in,vocabulary,grammar,text,Chinese characters and cultural activities,which seven aspects are flexibly used teaching techniques.The fourth chapter introduces the feedback of teaching effects.Through the teaching tests and questionnaires’ horizontal comparison of results and longitudinal investigation of emotions,the author has arrived at a result that immersive Chinese class teaching is very helpful for students to learn Chinese.On the basis of the fourth chapter,the fifth chapter puts forward four suggestions on students,teachers,language environment and development of teaching materials.