Chinese Teaching In Middle Schools In Kyrgyzstan From The Perspective Of Chinese Textbooks ——Taking Road To Success As An Example

Based on the author's teaching experience in No.70 middle school in Bishkek,Kyrgyzstan,this study takes Chinese textbooks as the main research object,studies the current situation of Chinese teaching in middle schools in Kyrgyzstan,solves the problems and difficulties existing in middle school students' Chinese learning,and provides some suggestions for improving the quality of Chinese teaching in middle schools.We put forward a three-stage research idea of textbook analysis,questionnaire survey and law analysis by comprehensively using various research methods such as literature analysis,text analysis,questionnaire survey,classroom observation and teacher interview.We analyze the characteristics of the textbook from four perspectives,including:1)the use of the textbook;2)Overview of teaching materials;3)Content analysis;4)Compilation principles.According to the content of the textbook,we put forward the educational objectives of knowledge,ability,psychology and culture,and comprehensively analyzed the characteristics of the textbook,including pertinence,systematization,interest,practicality,scientificity,culture and communication,from the multiple levels of vocabulary,grammar and Chinese characters,combined with the dialogue,practice and cultural content in the text.Through the questionnaire survey,we found that,first of all,students are very interested in Chinese culture,but they do not have strong motivation such as taking the Chinese test.Secondly,while students like Chinese lessons,they do not recognize teachers' teaching methods well.Thirdly,the new words and Chinese characters in the textbooks are the difficulties in learning,which is largely due to the lack of localized textbooks.Finally,the slow progress of students'grammar knowledge reminds us that we need to pay attention to the explanation and teaching of grammar points.In general,teachers should make use of students' interest in Chinese culture,good teacher-student relationship and rich and colorful cultural activities to increase students'learning opportunities,improve teaching methods and improve students' Chinese learning level.Based on classroom observations and teacher interviews,we conclude that the main problem facing teachers at present is how to improve teaching methods and use Chinese textbooks reasonably and effectively.We suggest that teachers can try to make students understand the meaning of words and characters indirectly and effectively through Russian interpretation.Teachers need to be aware of the key meaning of grammar points,and consciously reproduce and emphasize the grammatical structure in verbal communication,so that students can reasonably use the vocabulary they have learned into the grammatical structure.In the improvement of teaching methods,teachers should consider the important aspects such as Chinese cultural factors and students' individual factors.While enhancing students' interest in learning,teachers should carry out targeted teaching to students to enhance students' sense of substitution and subject consciousness.