What are the methods of teaching Chinese as a foreign language?

First, the most effective use of teaching AIDS, clever teaching AIDS can attract students' attention, which is beyond doubt, but it is unrealistic to renovate the teaching AIDS in every class. Therefore, in addition to creating various vivid teaching AIDS according to the content of the text, we should make full and effective use of the most common and simple teaching AIDS, such as new word cards, multimedia, blackboard writing and so on. 1, new word card: new word card, as the name implies; It is usually used to teach unfamiliar pinyin letters or Chinese characters. We use a single letter or Chinese character on the card to attract students' attention to this strangeness and let them master and understand it quickly. In addition, by using small cards like a deck of playing cards, you can constantly "wash" letters or new words, that is, "flash cards". The teacher quickly changes the new words displayed in front of the students, so that the students can quickly identify them one by one, and then the teacher quickly calls out the names of the students who can quickly and accurately identify them. Only in this way can students get a sense of accomplishment, actively cooperate with classroom teaching and learn Chinese in happiness. 2. Multimedia: Multimedia vivid pictures and animation effects are the biggest gimmicks to attract students. The intuition of pictures can better explain new words, sentences or articles. But children's interest often lies in the pictures themselves. After a burst of laughter or an epiphany, Chinese was forgotten. Therefore, in the review before the second class after multimedia class, I usually give a simple description of each picture, so that children can speak Chinese in the process of recalling pictures and let them "review their memories". Multimedia is also a convenient carrier for us to spread the vast China culture. A successful multimedia class requires us to do a lot of preparatory work before class. Downloaded pictures, classic videos and movies are weighed and screened from children's eyes; Beautiful modern architecture, "strange" and novel Peking Opera masks, vigorous and calm China martial arts ... pictures and courseware with strong cultural flavor are totally unnecessary in children's expressions of surprise and yearning. 3. Writing on the blackboard (reciting the text by "gradual rubbing"): It is quite difficult for students to recite Chinese texts or simple ancient poems, so the guidance of teachers has become a crucial factor. Good guiding methods help students understand the text and memorize it on the spot. I have made some different attempts. Under the guidance of a senior, I guided students to remember on the spot by gradually "wiping" and achieved good results. For example, my father is a teacher, my mother is a doctor and I am a student. Are the younger brother and sister students? They are not students. Guidance steps: (1), copy the full text on the blackboard. Handle new words such as "teacher", "doctor", "student", "brother" and "sister" so that students can know and understand them; (2), the full text of * * * three sentences, understand its meaning sentence by sentence. (3) Memory and guidance. For example, the first sentence: ① reading: the teacher takes reading-the students approve reading; ② Erase the underlined words and replace them with stick figures (such as "glasses and triangle" for teacher, "stethoscope" for doctor and "schoolbag" for student). ); ③ Students read the text with pictures again; (4) Wipe the picture, students review, and finally remember. Other sentences are similar in method. Using the method of "gradual wiping" to guide students to recite the text can arouse the tension of students' forced memory. At the same time, in the third and fourth links, a good atmosphere for students to review words and compete for answers helps to improve students' enthusiasm in memorizing the text and make them remember it quickly. Second, the multi-pronged teaching form is to stabilize the classroom order 1, and the colorful reward mechanism (1) is to praise in time: the teacher's praise is the cheapest prize, but it can stimulate students' continuous efforts. Even if students make little progress in their studies or classroom performance, they should be praised in time, and it is best not to say that everyone is good overall, but to be "specific to people" (name the students). This not only makes the praised students more confident and can actively cooperate with the teacher's classroom teaching, but also sets an example for other students invisibly, prompting them to follow suit (to win the teacher's praise), effectively stabilizing the classroom order. (2) Establish a standardized reward and punishment system: establish a column for students' daily performance assessment in the Chinese corner, similar to the QQ expression "HAPPPY? "Face" and "sad face" are on the front and back of the same circle card, which can be switched at any time according to the students' on-site performance, and every week can be happy. Different numbers of faces or sad faces will also be rewarded or punished to some extent. "HAPPPY" that flows at any time? "Face" and "sad face" constantly adjust students' classroom performance, which is an effective way to stabilize the classroom order of junior students. (3) Prizes should be given to students: students are more interested in the simple handmade works in the hands of teachers, rather than the dazzling "ready-made products" in shops and supermarkets. In addition to being encouraged by the weekly reward and punishment system, children often get unexpected surprises-handmade gadgets, such as folding paper houses, paper planes, windmills and tulips; Paper-cut butterflies, puppies and lotus flowers; Exquisite New Year cards, eggs, etc. Show small prizes in the whole class before class, so that students' desire to win prizes can be turned into motivation to listen carefully, laying the foundation for a good Chinese classroom order of 120 minutes.

2. The "established" words (slogans) or behaviors face the noisy and "enthusiastic" speech of students. In a word, "whoever is quietest will be called first" is an immediate sedative; When asking students to take out a book, we should give them a time limit, such as shouting slogans: "Three, Two, One ..." When the teacher shouts "One", we should ask students to take their places to prevent students from laughing or dragging, so as to ensure a good classroom order. Frequent "CR-free" reporting by students will often break the normal classroom teaching state. Regulation: Go to the toilet in groups, and whoever performs well in the two groups will have priority. In this way, the opportunity to "go out" every day has also become the competition point between the two groups of students, and it has also put an end to the phenomenon that some naughty students take the opportunity to play outside. In writing class, in order to standardize students' stroke order. Rule: When you write, you must follow one by one. Teachers give meals one by one, and students follow one by one. They are not allowed to write by themselves. Teachers can "patrol" the whole class when a word is not finished, and they will be punished if they don't follow one by one (for example, copying words five times, etc.). ). Of course, these rules of speech and behavior need to be clearly explained to students in advance and established by convention, so that they can form habits. 3. Creating a "situational" teaching model to attract classroom attention requires us to take pains to manage each text. Through the fourth grade classroom practice, I realized the importance of classroom situational teaching. Let's briefly talk about some of these texts. The first text: "Our School", students draw the campus described in the text according to the content of the text and the actual situation of the school; The second text, "There are freshmen in our class", is taught in combination with the actual situation of freshmen in the new semester of Primary Four. The third text, "Learning Chinese from Teachers", is taught in combination with their daily Chinese lessons. In the fourth text "Why don't you try", students perform a play according to the text. If each article is not handled properly, it may produce completely different teaching effects. When the process of learning Chinese can be closely linked with their lives, the enthusiasm of students will be greatly improved; Therefore, when preparing lessons, we should carefully combine the content of the text with students' real life, try to create a "situational" teaching model, draw their lives into the text, interpret their lives in Chinese, and let Chinese spread to every corner of their lives. 4. Inspire students with the unique charm of the Chinese language (1) an accidental hieroglyphic substitute opportunity, which brought me into contact with the fourth-grade students. Their sloppy and listless state in class forced me to stop teaching. Seeing a picture of the evolution of Chinese characters in their Chinese corner, I had a brainwave and explained these "patterns" to them seriously. Tell them that every Chinese character was once a painting; Pictographs and simplified characters of "Sun", "Moon", "Mountain" and "Water" are written on the blackboard for students to contact. When most students were complacent about finding the correct answer, I threw out the second question, "Guess the meaning of simplified words according to the pattern." After I affirmed the students' unanimous answers, they became interested in the pictures posted on the wall and seemed accustomed to turning a blind eye. They actively asked questions and answered them one by one. Seeing students' curiosity about Chinese characters, the planned teaching tasks become minimal. This is the unique charm of Chinese characters, which spread in the air of the whole classroom and aroused their enthusiasm for learning Chinese. (2) Digging the fun of vocabulary itself. The boring and difficult Chinese grammar makes us downplay grammar teaching in the process of teaching Chinese as a foreign language. But from some words, we can still find that grammar itself is interesting. For example, words with partial meanings such as "switch", "forget" and "country" mean "open" and "closed". What does "switch" mean? I repeatedly pressed the button to turn off the lights in the classroom to remind the students. Finally, they realize that "switch", "on" and "off" are verbs, but when they form "switch", they become nouns. "Very interesting!" The students exclaimed. So I went with the flow and extended the new word "forget" I just learned to "remember" and explained "forget" in a similar way. The students listened attentively and realized that every Chinese character seemed to contain infinite mystery. In the teaching process, if the characters are properly dissected and analyzed into specific morphemes, the vitality of Chinese characters will be displayed and stimulated by students again and again. Third, lose no time to spread the culture of the motherland. The instillation and dissemination of culture is subtle, and every bright day is a wonderful opportunity. On August 8, 2008, the opening of the Beijing Olympic Games, a song "Welcome to Beijing" resounded through the campus, and children's Fuwa graffiti was plastered all over China; On the eve of Tanabata, I explained this "Tanabata" to the children and told a beautiful love story. On the eve of Mid-Autumn Festival, I explained the meaning of "Moon" in China and talked about "Sister Chang 'e". On the eve of the Spring Festival, let them make greeting cards, watch pictures and videos about China's Spring Festival customs ... and tell about beautiful China every time.