A Survey Of Cultural Symbols Favored By Elementary And Middle School Students In New Brunswick, Canada And An Analysis Of Related Activities

The rise of China's soft power has always been one of the hot topics of the Chinese people.The rapid increase in China's soft power not only means that the role of Chinese is increasingly important in the international arena,but also means that Chinese culture has developed more rapidly abroad and spread more widely.This phenomenon has provided opportunities for Chinese teaching as well as brought certain challenges.Canada is a country that has always attached a high degree of importance to Chinese.It has given the development of the Confucius Institute and Chinese language teaching enough space.Take the Confucius Institute in New Brunswick as an example,the whole province has set up different levels of Chinese language courses covering kindergarten to university,and the number of registered students is increasing year by year.In the process of Chinese teaching,it seems that Chinese culture teaching has gradually been valued in the Confucius Institute in Canada,but it lacks analysis and summary of relevant systems.The author has reviewed the relevant documents several times and found that the information available for reference is very scarce.It is even more necessary to focus on Chinese culture teaching in primary and middle schools.Therefore,I will conduct on-site investigations into the teaching of Chinese language and culture in primary and middle schools in New Brunswick,Canada,and learn about Chinese cultural symbols that are of interest to students.I hope that I can start from the perspective of students' understanding of Chinese cultural symbols and make students like them.The Chinese cultural symbols are summarized,and related activities are designed on the basis of this purpose.The purpose is to stimulate students' interest and enthusiasm for Chinese language learning.It also provides reference for future students who are interested in studying Chinese culture teaching and teaching Chinese as a foreign language.This article is divided into six parts,briefly described as follows:The first part is the introduction,which introduce the research background,research content,research methods and significance of this article.The second part is the first chapter of the article,which focuses on the analysis of the status of Chinese language teaching in primary and middle schools in New Brunswick,Canada and Canada.It mainly introduces the basic situation of local Chinese teaching in primary and middle schools,including the setting of Chinese courses,the situation of Chinese teachers,and the situation of cultural teaching.Through the introduction of the relevant circumstances,summarize the inadequacies of local cultural teaching.The third part is the second chapter of the article,introducing research and investigation on Chinese cultural symbols.From the perspective of culture and teaching,there are rich Chinese cultural symbols in the classroom.After clarifying the concept of Chinese cultural symbols,they further studied the relationship between Chinese cultural symbols and the teaching of Chinese as a foreign language.The fourth part is the third chapter of the article.The author introduces the author's research on the relationship between Chinese cultural symbols and the teaching of Chinese as a foreign language.It selects ten representative cultural symbols and investigates the cultural symbols that are loved by the local primary and middle schools.The results are summarized and analyzed.The fifth part is the fourth chapter of the article.It introduces the author's design and implementation of cultural experience activities based on the survey results of the local students' favorite culture,and finally reviews and summarizes this cultural event.The sixth part is an epilogue that briefly summarizes this article.