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Research on the Teaching Reform of Comprehensive International Chinese Course Based on "Online + Communicative Tasks"

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DOI: 10.23977/curtm.2022.050312 | Downloads: 5 | Views: 100

Author(s)

Yang Yuan 1

Affiliation(s)

1 University of Sanya, Sanya, Hainan, China

Corresponding Author

Yang Yuan

ABSTRACT

At present, there are problems in the teaching of comprehensive international Chinese courses, such as the lack of visual resources supporting textbooks, and the lack of emphasis on the transformation from of language knowledge into language skills, resulting in unsatisfactory teaching results. Based on the perspective of "online +", this study adopts a controlled experiment method, and construct a teaching model of comprehensive international Chinese language teaching of "online + communicative tasks" with a one-year deadline. This model has the characteristics of task-based teaching content, digital teaching carrier, multi-dimensional teaching evaluation, and diversified teaching methods. The experiment shows that: under the condition of no small class teaching, no increase of class hours and non-immersion teaching, compared with traditional classroom teaching, the teaching effect of the new teaching mode of comprehensive international Chinese course is significantly improved, which has a very positive impact on students' subsequent professional studies. 

KEYWORDS

Online + communicative Tasks, Comprehensive International Chinese Course, Controlled Experiment Method, Teaching Reform

CITE THIS PAPER

Yang Yuan, Research on the Teaching Reform of Comprehensive International Chinese Course Based on "Online + Communicative Tasks". Curriculum and Teaching Methodology (2022) Vol. 5: 85-91. DOI: http://dx.doi.org/10.23977/curtm.2022.050312.

REFERENCES

[1] Office of the National Leading Group for International Chinese Teaching. Chinese Teaching Syllabus for Foreign Students in Institutions of Higher Learning. Beijing: Beijing Language and Culture University Press, 2002:6. 
[2] Yan Xiaorong, He Gaoda. Language visualization representation and teaching application from the perspective of visual learning. Journal of Distance Education, 2015(03):46-54. 
[3] He Gaoda. Several key issues in second language acquisition visualization research. Technology Enhanced Foreign Language Education, 2014(01):27-32. 
[4] Han Lizhen. Content analysis of knowledge visualization research in China Software Guide (Educational Technology), 2012 (03): 61-63. 
[5] Yang Yang Problem analysis of visualization research in second language acquisition. Jilin Education: comprehensive, 2016 (45): 1.

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