A Study On Application Of Thematic Teaching Model In Elementary Chinese Teaching

The thematic teaching concept was first proposed by scholars from the University of Chicago in the early 20 th century,and is widely used in mother tongue and second language teaching in European and American countries.At the same time,thematic teaching has been applied and researched in different teaching fields in China,especially in English teaching.Topic-based teaching,while integrating some of the characteristics of other teaching methods,emphasizes language teaching around the theme,and focuses on the connection with other disciplines and the construction of knowledge networks.In the teaching of Chinese as a foreign language,the application of thematic teaching is just emerging,and its related research is not rich.According to the practical research of experts and teachers,the comprehensive teaching advantages of this teaching mode are also obvious.Theme-based teaching has made innovative changes to different degrees on the basis of the original teaching model,integrating some characteristics of other teaching methods,and also emphasizes language teaching around the theme,focusing on the correlation with other disciplines and the effective construction of knowledge network system.At present,the topical teaching model is rarely used in teaching Chinese as a foreign language,and its related research is not rich.This article takes the theory of cognitiveism as the theoretical basis,from the perspective of elementary Chinese after-school teaching in Dingguan Middle School in Busan,South Korea,and based on the research results of other scholars,taking the Dingguan Middle School in South Korea as an example for the author to comprehensively consider The school's students' various aspects of Chinese learning,combined with the author's 11 months of Chinese teaching practice in Korea,through the three sub-themes included under the theme of“diet”: understanding the names of Chinese dishes,learning the language of ordering,Evaluate the taste of food,comb through and analyze the specific teaching links,explore the specific application of the teaching model in Korean Chinese after-school teaching practice,and make an in-depth analysis of the specific operation and application effects of the Chinese teaching model.This article is divided into six parts,including four chapters of the text,plus an introduction and conclusion.It mainly expounds the reasons for the selection of research topics,research significance,concept and connotation,summary of relevant research achievements,research content and ideas,research methods and innovations.The first chapter is divided into two parts,the analysis of the current situation of Chinese teaching in Busan Dingguan Middle School and the feasibility analysis of the application of thematic teaching model to the after-school class of the school,including the overview of Chinese teaching in Dingguan Middle School in South Korea,from the curriculum and arrangement 1.The situation of Chinese learners and students starts from several aspects such as teaching resources and teaching environment.The feasibility analysis of the topic-based teaching model is carried out,and opinions are collected.The second chapter is the application of thematic teaching in the primary Chinese after-school teaching of Busan Dingguan Middle School,from the setting of teaching objectives,the selection of teaching themes,the determination of the teaching content to the teaching design and typical models based on thematic teaching mode Made a case study and is the core part of the paper.The third and fourth chapters are the analysis and reflection of the application result of thematic teaching model in elementary Chinese teaching in Korea.The conclusion part summarizes the work done by the author in the research process,the main conclusions of the research and the areas that need further improvement.