The Design Of TPRS Teaching Method In Elementary Chinese Class In Bayanihan Institute Of The Philippines

Along with the steady improvement of the comprehensive national strength of our country,Chinese language has gradually stepped on the world stage.In recent years,the bilateral relations between the Philippines and Chinese has become closer,as the increasing demand of people with high Chinese proficiency in the Philippines,Chinese language teaching aims to meet the increasing needs for the Chinese descent as well as the local people.At present,Chinese language teaching in the Philippines does not keep pace with the times so Chinese language education is facing the bottleneck of creation.TPRS teaching method was proposed by Blaine Ray,a high school Spanish teacher in American.The method bases on the Total Physical Response Teaching Method,during the teaching,the students can understand the target language with the help of the teachers by using different questioning skills.The contextual repetition provides students with the opportunities to memorize key information and output the stories with each other.This paper takes the Grade 2 students of Bayanihan Institute in the Philippines as the practice subjects,compared to the traditional class when TPRS is applied in this class,analyzing the data from experiment,in-class observation,students' questionnaires,and parents' interview and make combined analysis.The writer hopes to find out the positive influence that TPRS brings to the students to see if it will help improve students' language proficiency,and put forward feasible suggestions for Chinese teaching through TPRS teaching method in the Philippines.This paper consists of five chapters.The first chapter introduced the origin and the mentality of this research,and introduced the domestic and abroad development of TPRS approach.The second chapter introduces the overview of TPRS including theoretical basis and teaching mode.The third chapter investigated the Chinese teaching situation from aspects of the general situation of Bayanihan Institute,questionnaire and interview of students and parents,and curriculum provision.The fourth chapter is the application of TPRS method in Grade 2,includes teaching environment,teaching contents,mentality of designing,a case of my class and teaching evaluation.The fifth chapter summarized the advantages and problems of application of TPRS method in class,and give some advice and suggestions from author.The last part proposes the difficulties of practicing in Chinese teaching class based on TPRS method,and described the deficiencies objectively in this paper.