Research On The Application Of Online Teaching Of Intermediate Writing Course Of TCFL Based On Production-Oriented Approach

Influenced by public events in global health,universities are shifting from classroom to online teaching.In this context,the author reviewed several classroom records of online teaching Chinese as a foreign language.The author finds that there are some problems in the online teaching of intermediate writing course for Chinese as a foreign language,such as "separation of input and output","students cannot get effective writing exercises","weak interaction between teachers and students",and "dull classroom teaching atmosphere".In order to solve these problems and find a kind of teaching theory and method suitable for online teaching of intermediate writing course as a foreign language,the author has done a lot of consulting and learning work.Then,the author understands that the Production-Oriented Approach adopted by Chinese universities English effectively solved the problem of " separating learning from using " among Chinese students in English learning.Therefore,the author decides to combine POA with the online teaching of intermediate writing course as a foreign language,and investigate whether POA is suitable for the online teaching of intermediate writing course as a foreign language.In Chapter one,the author analyzes the feasibility of applying POA to the online teaching of intermediate writing of Chinese as a foreign language,and draws the conclusion that POA is feasible from three aspects: the characteristics of class type,teaching content and teaching objects.Secondly,it analyzes the appropriateness of POA from three aspects: training objectives,learners’ needs and online teaching mode.In Chapter two,the author takes "Ideal Career",Lesson 11 in "Experience Chinese Writing Course"(Intermediate 1),as the teaching content,carries out POA processing on it,designs teaching cases according to the teaching hypothesis of POA,and then carries out a two-week teaching experiment of 4 class hours.After the end of the experiment,the author promptly recovered the output text of the experimental group and the control group for processing,and then used SPSS26.0 to conduct independent sample T test on the data of the output text.The author analyzes the effectiveness of POA in online teaching of intermediate writing courses for Chinese as a foreign language from four dimensions:writing achievement,target language project(TLI),fluency of the produced text,and complexity of the produced text.First,there was no significant difference in writing performance between the experimental group and the control group.Secondly,the experimental group had better mastery of TLI than the control group.Thirdly,the experimental group showed significant differences with the control group in the three indexes of "total number of words in the text","total number of sentences" and "percentage of new HSK5 words or above",while there was no significant difference between the two groups in the index of "sentence length".To sum up,the author believes that POA is effective in the online teaching of intermediate writing courses for Chinese as a foreign language.In Chapter three,from the perspective of "learning behavior",the author observed students’ behavior in class and found that in POA class,students had stronger enthusiasm to participate in class activities,answered questions more often and completed tasks with higher quality.Then,the author conducted one-to-one interviews with all the students in the experimental group.While sorting out the interview contents,the author found that although the students had some discomfort with POA,they preferred the writing class taught by POA to the traditional writing teaching.Then the author and two teachers of our school made an objective evaluation of classroom teaching from three dimensions of "instructional design","teacher teaching" and "classroom atmosphere".In Chapter four,the author puts forward the problems that teachers should pay attention to in the process of implementing POA,that is,choosing appropriate teaching materials for POA processing,diversifying the design of teaching activities and paying attention to the theoretical and practical level of POA teaching research.Then the author puts forward some suggestions on the application of POA in the online teaching of intermediate writing of Chinese as a foreign language from three aspects: instructional design,teachers and online teaching.Specific suggestions include: the whole instructional design should be hierarchical and interlinked;The input of teaching materials should be targeted and fit with the output tasks;Teaching course and teaching time should be combined with teaching content and other aspects of flexible setting;In-depth study of POA,pay attention to teaching practice;Fully understand the learning situation,and combine the learning situation with the output task;In the teaching process,we should consciously withdraw the scaffolding and guide the students to conduct independent learning.