Research On The Application Of American CLS Chinese Classroom Teaching Skills In Chinese Middle School Chinese Classrooms

This thesis first introduces the general situations for Chinese language instruction in Chinese middle school classrooms and the US Critical Language Scholarship Program(CLS),summarizing the lead-in techniques,lecturing skills,probing techniques,attentive listening skills,blackboard techniques,and feedback techniques of CLS.Afterwards,its primary analysis is on how to incorporate these various aspects into middle school language classrooms from experience,as well as which techniques need to be revised and which techniques can be innovated in the borrowing process.Through a comparison of the teaching techniques for CLS classrooms and Chinese middle school language classrooms,take DongGuan ChangAn experimental middle school for example,the thesis parses out from experience the points demanding attention when borrowing from CLS for middle school language classes and reflects upon the deficiencies of middle school language instruction as well how to make aspects of the middle school classroom like lead-ins,lectures,quizzes,attentive listening,blackboard usage,and feedback to students even better while making the classroom more interesting,lively,and capable of cultivating students' interest in learning to increase students'vigor and activeness.In the conclusion,propound some improving teaching suggestion for CLS.Unlike other common and large-scoped theses comparing Chinese and American education,the innovative positioning of this thesis is its deep penetration from the perspective of Chinese language instruction in American and Chinese classrooms,as well as condensing the scope down to the CLS classroom and middle school class rooms to search for techniques than can be incorporated in middle school language instruction from the CLS program.The methods of environmental learning,practical application,and summarization organize the thesis,with the truly complete awareness and firsthand understanding coming from practical experience.Through practical application,it is necessary to heed the following points when incorporating techniques from CLS classes into middle school language classes.When it comes to the aspect of lead-ins,a lead-in needs to be able to arouse the students'interest,combine previously studied material,and immediately consolidate review primarily with simplification and highlighting main points),and establish a particular situational environment that makes students aware in advance of the material to be studied.When it comes to lecturing,summarization proceeds from the three aspects of lecturing on the lesson text,stating practice questions,and discussion.When lecturing on the lesson text,lay stress on the reading/writing and stroke order of new vocabulary words,providing students with lots of encouragent.When articulating practice questions,the instructor needs sufficient patience and an approach/technique for allowing students to share in responding to questions.When organizing the discussion of questions,it can be easy for the number of people in a small group to be too many,and the members of the group need a clear division of labor;the arrangement of seats needs to be conducive to the small groups'collaborative discussion.The form of picking small group representatives needs to be diversified,and the discussion of questions can proceed through role-play.When it comes to raising questions in class,the questions brought up in class need to be succinct and easily understood,not mechanistic or indirect,and the questions raised need to be of many different kinds.With regards to attentive listening,the instructor needs to have particular expressions and movements,using expressive eye contact to convey encouragement and praise but not interrupting the students.A student needs to be an attentive listener,simultaneously listening and remembering.When it comes to use of the blackboard,the instructor needs to emphasize critical vocabulary words and can utilize different colored chalk and sketches to supplement blackboard instruction,with teacher and student collectively participating.When it comes to instructional feedback,the instructor may conduct feedback through chatting with students and asking students to write recommendations in a note.The instructor should promptly give students a reflection of their situation and can communicate information for mutual feedback with students'parents through methods like QQ,WeChat,and telephone.The main text of this thesis will describe in detail how the instructional techniques form CLS should be incorporated into middle school language classrooms.