| With the rise of Chinese fever,the study of Chinese as a second language teaching has gradually become a key field.Since the beginning of this century,online international teaching projects,especially some traditional teaching projects of Chinese and foreign cooperation,have developed rapidly under the conditions of the new crown epidemic.Nagoya University of Foreign Studies and the Kazaka project is an iconic international Chinese teaching project in Kitawai China and Japan.In the summer vacation of 2021,the author was fortunate to participate in the online international Chinese teaching of these two projects.The teaching targets are the students of Nagoya University of Nagoya and the students of the Kita-＆Chinese College of Japan.The Chinese level is intermediate.At the beginning of teaching,I learned that students mainly wanted to improve their Chinese listening and speaking ability,and when the teaching process and daily online interaction,the teacher found that students exist in personal learning ability but they could withdraw less words when they dialogue.There are fewer situations,so the teacher tries to use a mind map to help students summarize and extract quickly in time,increase the use of Chinese conversations in Chinese,and allow students to "say something".At the same time,through research on the current situation at home and abroad,the author believes that the teaching work of vocabulary can be promoted through thinking maps.Therefore,the author hopes to learn from the summer vacation of 2021 and autumn semester on the basis of reference.Study,it is intended to solve the following key issues:（1）How to use the vocabulary teaching design based on the thinking map?（2）Does the use of thinking maps in intermediate Chinese vocabulary teaching help help learners improve their learning effects?（3）What is the effectiveness of teaching by using the practice of thinking maps?During the teaching practice,the topics of teaching materials such as "low-carbon life" and "city"were selected,and the vocabulary teaching design of middle-level Chinese level students with a thinking map and combined with the CLM model.It further solved the problem of learning efficiency and conversation in vocabulary learning in intermediate Chinese learners,and achieved certain effects in improving students’ learning enthusiasm,divergent language thinking,and vocabulary learning.Integration of skills,information and knowledge,liberalization of thinking,clear thinking through connection and organization,improving memory and understanding,increasing creativity and attractiveness,improving interaction and interesting effects.At the same time,teachers combine students’ feedback and feedback and My own thinking,put forward the following suggestions for optimizing teaching:1.Clarify the form of task and effectively guide learning;2.Deepen down layer by layer to help students accept;3.Improve teaching skills and achieve the best results. |
