A Research On The Application Of Production-oriented Approach In Elementary Chinese Reading Teaching

The purpose of Chinese reading course is to cultivate reading skills,complete normal communication tasks and improve the four language skills(listening,speaking,reading,and writing).It plays an irreplaceable role in Chinese learning for primary foreign students.The problem of "learning-using divide" often exists in the teaching of Chinese reading courses.In addition,foreign students cannot learn Chinese in the target language environment with the online course because of the COVID-19.Therefore,how to realize the "integration of learning and using" to ensure the effectiveness of Chinese learning has become an important aspect of research in the field of teaching Chinese to speakers of other languages.Production-Oriented Approach(POA)is a foreign language teaching theory constructed by Chinese scholars.The theoretical system has been improved for more than ten years.It has attracted the extensive attention of many scholars in the field of foreign language teaching.POA is expected to solve the problem of "learning-using divide" in Chinese learning.To build a bridge between theory and practice,this research applies the POA to elementary Chinese reading class,and carries out an 8-week,3-stage teaching practice to investigate the problem of "how to effectively apply POA in Chinese class".It aims at finding problems and methods to improve the theory and application,and exploring the teaching effect of POA in Chinese learning.The research finds that the application of the POA theory in the Chinese class has achieved good results,got good acceptance from teachers and students,and realized the "integration of learning and using".It constructs and refines the application path of the POA,evaluates its theoretical value,and expands the theory of second language acquisition from a practical point of view.The author tries to make a modest contribution to the theoretical application and development of the POA,as well as the enrichment and improvement of the second language acquisition theory.