| Elementary spoken Chinese is an important compulsory course for Chinese learners.In teaching practice,it was found that students were inactive in participating in class and it was difficult for them to speak.In view of this,it is decided to carry out action research in a small class based on the multi-interactive teaching mode,combining interaction with teaching activities closely in order to solve the above-mentioned related problems in elementary spoken Chinese teaching.This study is divided into two research stages.The first stage of action research aims to improve students’ participation in class and to help students open their mouth to speak,focusing on designing and applying four kinds of teaching activities: game,assignments,team cooperation and role-play while paying attention to creating situation and introducing real corpus to create an environment for learners to speak Chinese.Through student interviews,homework analysis,and mid-term exams,we learned that classroom activities with games and role-plays had made students become interested in participating in classroom activities and willing to speak.However,there were still some problems,such as low completion rate of homework,forgetting vocabulary quickly and being weak in starting conversations.On the other hand,through teaching logs,weekly notes and peer evaluation,it was found that multi-interactive teaching could create a good classroom atmosphere and provided convenience for teaching.The shortcomings are: teachers’ questioning language was narrow,and the proportion of teachers’ talk in teaching new classes was too high.In view of the above problems,plans and programs were adjusted in the second phase of action research,focusing on the design and application of four types of teaching activities: the combination of real corpus and the creation of the situation,the memory-strengthen game,the effective combination of human-computer interaction,and the real communication.Vocabulary review section,real communication section and alternative homework were added.Through classroom observation,analysis of students’ vocabulary memorization rate,and analysis of homework,it has been proved that the effective combination of games and Ebbinghaus forgetting curve can help learners to memorize vocabulary.Real communication activities try to shift interaction from in-class to out-of-class,which alleviates learners’ anxiety of speaking in Chinese in their daily life.The rate of students’ assignment submission has risen significantly.In addition,teaching evaluation was done from four perspectives:teachers,students,observers and materials analysis,and it has been found that this form of teaching reflection is effective in reviewing the class,helping teachers examine the interactive sections more clearly,reflect on their own shortcomings in teaching and continuously improve their teaching ability.Finally,through the analysis of the test audio,classroom video and student interview data collected during the implementation of the action,the following conclusions are drawn: the multi-interactive teaching mode has a positive impact on learners’ oral fluency and coherence,pronunciation and intonation,correct sentence output and autonomous conversation ability.The multi-interactive teaching mode is effective in dealing with the above problems.It could make the interactive forms in class be distributed according to a certain proportion,which made up for the deficiency of random interaction in the past.Besides,it has been proved that role-playing activities can effectively promote the interaction among students,the development of learners’ meaning negotiation and listening and speaking ability.It verifies the feasibility of replacing questioning with real communication methods.In addition,multi-interactive teaching model has formed a new understanding of teaching methods.Different teaching methods have produced various forms of interaction,which enriches the teaching activities of elementary Chinese and creates infinite possibilities for oral teaching. |
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