Application And Practical Research On Story Teaching Method In Chinese Vocabulary Teaching For Grade 5 Pupils Of Western Australia

"Learning Chinese is difficult."has always been a stereotype for Chinese beginners in non-Chinese character cultural circles.How can the teacher fully stimulate these students' interest in learning Chinese?The story teaching method uses stories as the main teaching materials,that is,the whole story is the learning content itself,and what learners need to learn is all included in the story.This method can help them understand Chinese while absorbing the content of of the story,so that students can learn the native language or the second language in a more relaxed atmosphere.This method has been widely used in English teaching and Chinese teaching in elementary and middle schools in China,and related research results are relatively abundant.In recent years,it has also been used more and more frequently for teaching Chinese as a second language,especially for teaching Chinese as a foreign language.However,if you flip the literature,there is few researches on using this method to teach Chinese in non-Chinese characters cultural circles.This article is based on a large amount of classroom observations in the Chinese class at Guildford Grammar School(Primary)in Western Australia.Taking two parallel classes in Year 5 as the observation objects and the primary Chinese vocabulary is used as the starting point with Australian local teaching material��"Three Little Pigs".During the ten-week classroom observation process,the author used questionnaires,tests and other methods to track the students' mastery of vocabulary before,during and after the process.The author took appropriate analysis after testing and carried out teaching practice in ACC Darling Downs,where she taught Chinese by herself,to summarize the teaching effect.That is why this article has enlightenment for using story teaching method to teach Chinese in non-Chinese character circle.