A Study On Immersive Chinese Teaching For Children At East Voyager Academy In The USA

In recent years,with the continuous expansion of the breadth and depth of China’s foreign exchanges,Chinese has gradually become an attractive language in the world,which has set off a global upsurge in learning Chinese.The development of international Chinese education has always been the focus of educational practice.At present,the urgent problem to be solved in the promotion of international Chinese education is how to improve the quality of teaching Chinese as a foreign language and cultivate learners’ ability to communicate by using Chinese thinking.Immersion teaching focuses on creating the target language environment,taking the course content as the teaching goal and the second language as the teaching tool,which realizes the simultaneous acquisition of knowledge and language skills.The advantages of immersion teaching mode can help solve the problems in traditional Chinese teaching.The research on immersion teaching is of great theoretical and practical significance to the development of teaching Chinese as a foreign language.Based on the theory of input hypothesis and output hypothesis,this paper takes the children’s Chinese immersion teaching at East Voyager Academy in North Carolina as the research object and puts forward feasible suggestions for the problems existing in children’s Chinese immersion teaching through classroom observation and case analysis.This paper focuses on two main factors that affect the results of Chinese immersion teaching: "comprehensible input" and "absorption of comprehensible input",and discusses how to Strengthening comprehensible input of Chinese by constructing the teaching content that conforms to children’s cognitive and effective fusion Chinese language elements.And how to ensure that students effectively absorb comprehensible input by adopting positive teaching strategies to maintain students’ attention and reduce the shielding effect of negative emotions.This paper is divided into six parts:The first part introduces the research background,the theoretical basis of immersion teaching,and the development trend of the research on the immersion teaching model.The second part analyzes the definition,concept,types,and characteristics of immersion teaching from the perspective of cognitive mechanism,and briefly summarizes the development of Immersion Chinese teaching programs for American children.The third part,based on the theoretical framework of implicit cognition,comprehensible input,and output hypothesis,analyzes the Chinese immersion teaching model of East Voyager Academy,including its teaching objectives and teaching concepts.The fourth part,based on the classroom teaching case of Chinese immersion teaching of social subjects in kindergarten of East Voyager Academy,analyzes the language output problem of teaching course content in Chinese.And discuss the shielding effect of information by "attention selection" and "emotion filtering".In addition,this paper also analyzes other factors that affect Chinese immersion teaching and puts forward some feasible suggestions.The fifth part analyzes the enlightenment of the teaching methods and strategies adopted by East Voyager Academy to Chinese immersion teaching.The sixth part combs and summarizes the whole article finds out the shortcomings of this paper and puts forward some ideas for the follow-up research.