Application Of Task-Based Teaching Method In Teaching Chinese As A Foreign Language To Students About Spring Festival Custom

The task-based teaching method breaks the 3P teaching mode(demonstration practice achievement)of the traditional teaching method and focuses on the language function and meaning.The lively,interesting and relaxed classroom will help learners better master Chinese and improve their confidence in learning Chinese.In teaching Chinese as a foreign language,the teaching culture of Chinese excellent traditional cultural knowledge can not only contribute to the learning of language knowledge,but also spread Chinese excellent traditional culture.Spring Festival is a typical and representative Chinese traditional festival,and its festival customs also have unique Chinese characteristics.This paper mainly focuses on the teaching research of the combination of task-based teaching method and Chinese New Year custom culture classroom as a foreign language.Through the specific teaching plan design,this paper discusses the related problems of using task-based teaching method in Chinese New Year classroom teaching as a foreign language.The paper is mainly divided into five parts:The first is the introduction,which mainly introduces the background and significance of this research under the condition of increasing Chinese learners,selects the appropriate research methods according to the research content,and briefly analyzes the research status.The first chapter is the feasibility analysis of task-based teaching method and its application in the teaching of Spring Festival customs and culture.Firstly,it explains the definition and types of tasks in the task-based teaching method,and analyzes the basic meaning of the task-based teaching method.Secondly,it explains that the traditional Chinese as a foreign language Spring Festival custom culture classroom is difficult to stimulate the learning interest of foreign learners,learners are not interested in the knowledge experience of Spring Festival custom culture,the knowledge of Spring Festival custom is cumbersome,and the teaching is difficult,Finally,it analyzes the advantages of authenticity,difference and communication of tasks in task-based teaching method,the principle of task design,and the content and significance of Spring Festival custom teaching,so as to summarize the feasibility conclusion of applying task-based teaching method to the Spring Festival custom culture classroom of Chinese as a foreign language.The second chapter is the analysis of the teaching design of Spring Festival custom culture from the perspective of task-based teaching method.Firstly,it takes grade 20 computer science and technology of Weifang University of science and technology as the teaching object,secondly analyzes the teaching principles of "learning by doing" and "student-centered",and again discusses the teaching objectives of "improving Chinese communication ability" and "deeply understanding the connotation of Spring Festival custom culture",Finally,lesson 42 of the new practical Chinese textbook,uncle Yang celebrating the Spring Festival in the countryside,is selected as the content of classroom teaching practice.Based on the second chapter,the third chapter designs the teaching plan of lesson 42 "Uncle Yang celebrating the Spring Festival in the countryside" in the new practical Chinese textbook and applies it to the classroom of Chinese as a foreign language.This course is an intermediate Chinese comprehensive course.In the specific teaching plan design,students can better apply the language to real life by collecting Spring Festival customs and cultural materials and making spring festival food customs.The fourth chapter is the reflection and suggestions on the teaching plan,and discusses the main advantages of task-based teaching method compared with other teaching methods: giving more effective play to students’ subject status and cooperation consciousness;The teaching process is lively and interesting.At the same time,in view of the problems in the specific application of task-based teaching method,put forward relevant teaching suggestions,such as the relationship between the difficulty of task and the expected effect in task design;When students finish their tasks,teachers’ control of time,etc.