Principles of compiling and selecting textbooks for teaching Chinese as a foreign language

Principles of compiling and selecting textbooks for teaching Chinese as a foreign language Principles of compiling and selecting textbooks for teaching Chinese as a foreign language Principles of compiling and selecting textbooks for teaching Chinese as a foreign language Chinese master of international education Huang Fei 2010111101000113 [Abstract] this paper aims at the six principles of the compilation and selection of teaching Chinese as a foreign language, explains the general principles of compiling textbooks for Chinese as a foreign language, and the problems that should be paid attention to in compiling teaching materials in recent years. [Key words] teaching material compilation "six nature" principle Teaching materials are the materials that teachers teach and students learn, and form an organic part of school teaching contents with teaching plan and syllabus. In the four aspects of teaching activities (overall design, teaching material preparation, classroom teaching, achievement test), the teaching material occupies an important position. It is the embodiment of the overall design, reflects the training objectives, teaching requirements, teaching content, teaching principles; at the same time, teaching materials are the basis of classroom teaching and testing. Therefore, in the second language teaching, teaching materials play an important role in linking. The textbook embodies the two basic aspects of language teaching: what to teach and how to teach. First, the definition of teaching materials The textbook has broad and narrow sense, from the narrow point of view, one refers to the textbook; from a broad perspective, in addition to the textbook teaching materials include teaching reference books, teaching materials, teaching outline, teaching a variety of charts, audio-visual materials. Therefore, as the name suggests, "teaching Chinese as a foreign language" is a special set of textbooks for foreign students whose native language is not english. Two, the principles of compiling and selecting textbooks The principle of teaching principles of second language teaching materials must be provided to the overall design as the basis, but not the overall design teaching principles are exactly the same, but different types of materials also need to follow some common principles. Therefore, we discuss the general principles of compiling textbooks for teaching Chinese as a foreign language, which is the principle of universal use of various types of textbooks. (1) practical principle. The practical principle includes the practicability of the teaching content and the practicability of the teaching method. First, choose The teaching content must be necessary and commonly used by students. This is not only related to the realization of teaching objectives, but also to arouse the enthusiasm of students. The enthusiasm of the students is directly proportional to the practicality of the teaching content, and is proportional to the teaching effect. At the same time, the language materials used in the textbooks are not only authentic but also natural. To provide the language environment as much as possible, is that students can use the actual daily life of the language; teaching materials should not only be full of practice, form should also be diverse, the requirements should be clear, the layout should be reasonable. Secondly, the practicability of the teaching method is that the teaching method used is convenient for teachers to use in the classroom, and it can enable students to master what they have learned, that is, easy to teach and learn. (2) pertinence principle. To compile a second language textbook, we should first make clear what kind of teaching material is adapted to it A course type, what kind of teaching object, etc.. The so-called targeted is to do the following several aspects: one is targeted to the age, nationality, culture degree according to the characteristics of learners, two for learners of different purposes, the three is the starting point for learning different (zero starting point, primary, intermediate and advanced), four is for the learning time different (short-term and long-term; strengthening, assault). For example, according to the national situation, in recent years the emergence of such materials for Japanese students, Shi Huimin, really, "to China gold"; in Thailand students, Xu Xiaoying, Zhou Xiaobing editor of the "Thai people learning Chinese"; for the students of Arabic, Li Fangjie compiled the "Chinese 100"; for Korean students. Li Mingjing, "on the Korean spoken Chinese course". These textbooks are written on the basis of a detailed study of the learners' native language, which is more specific than the universal textbooks written for learners of different backgrounds and backgrounds. According to the purpose of the learner, Li Li and Ding Anqi edited the company Chinese, and Zhang Li edited the introduction to business chinese; Li Qing, Gao Ying and Li Yang's the "experiencing Chinese" - (business), this article applies to intermediate materials; Zhu Xiaoxing editor of the "Chinese experience", is the starting point of the zero business textbook edited by Ceng Xiaoyu; the "experiencing Chinese culture", is the introduction of cultural knowledge. For example, for adults, "Chinese culture," 2008 Basics "Chinese 2008 life" "2008 Chinese tourism"; for the children, the children's picture "Chinese", and a dictionary to "Chinese Picture Dictionary (Revised Edition)". (3) scientific principles. Second language teaching language should be normative and universal; for example, He Jie edited "happy conversation book" AC - ladder (unit ninth lesson twenty-third session) "gasser children" refers to people queuing up, it was not in order to wait in line, but others inserted in the middle. "Please don't go to the queue queue." Secondly, the organization of teaching materials must conform to the laws of language teaching; the organization of teaching materials must conform to the rules of language teaching, the language rules, the rules of language teaching and language teaching rules, in particular, is the teaching contents should be from simple to complex, the depth degree and quantity must be suitable for the acceptance of the majority. Should not be too deep, too shallow or extent of jumping phenomenon; new words in the text and grammar points should be evenly distributed, the primary stage of a sentence should not be two words or two grammar points: teaching words or grammar points should have a certain recurrence rate; the content and the way of practice with the teaching content. Consistent features of the teaching purpose and course type; with supporting materials and related materials class establish lateral ties of science; the text should be concise and to the point; if there are foreign notes, aoyao about the acceptability of the translation and so on. (4) interest principle. The principle of interest is that the content and form of teaching materials are vivid and interesting, so as not to make students feel boring Insipid. Learning a second language is a very boring thing, and it doesn't have the natural motivation to study as much as the first language. Therefore, the interesting of teaching materials is very important. The interest of teaching materials is determined by many factors. First of all, the interest of teaching materials should be combined with practical, avoid blind and excessive juvenile humor; real life content should be consistent with the corpus reflect the students to understand the China excitement; at the same time, content and form should be varied, including all aspects of the theme, genre, language style, practice teaching materials, decoration and layout; the illustration, color rich, harmonious, lively and full of beauty. For example, people's education press "learn Chinese with me" is a book for young people overseas second language textbooks, the textbook classroom activities form of investigation (mutual bearing process of age distribution, the survey version of student interest is to let students learn language in task in the process of communication, body language is full play the role of "information gap" in between the students, but also to enhance the emotional communication between each other). Role play (reflected in the "Pizza Hut in work, role playing is the form of the game reflects the real life fragment is a kind of language teaching activities, in activities generally require students to go out of the self into another role, said, in accordance with characteristics of words and things, role playing is characterized scenarios in changeable situations the character of diversity, make the classroom atmosphere become relaxed lively). Hand crafted (making windmills), oral presentations (an introduction to your family, a form of activity that demonstrates students' language abilities) that help students build confidence and achieve a sense of accomplishment Games, poems, nursery rhymes, tongue twisters, riddles, songs, etc.. (5) systematic principle. First of all, it refers to the content of the teaching materials, such as the introduction of basic knowledge and the training of skills, that is, pronunciation and words We should balance, coordinate and have a certain arrangement in the aspects of language elements such as vocabulary, grammar, Chinese characters and the skills of listening, speaking, reading and writing. Secondly, the students' book, the teacher's manual, the exercise book and the questions of the unit should be divided into different parts and should echo each other appropriately. In the compilation of teaching materials, the vertical aspect, The primary, intermediate and advanced materials to different stages of convergence; horizontally, integrating skills and reading and writing teaching materials with special skills; at the same time, but also consider the pictures, slides, sound, image, computer aided teaching. For example, Yang Jizhou edited the Chinese course. It was divided into introductory, junior, advanced, and CD-ROM distribution, as well as a complete set of exercises. (6) the principle of knowledge. The principle of knowledge is focused on students' communicative task, to keep a large amount of information; break the shackles of the daily communication, to increase the necessary social knowledge, to avoid small household affairs; cultural connotation, meet the needs of students to understand China culture. To ensure the knowledge of teaching materials is an important means to stimulate learning enthusiasm. These are the six principles in the second language and the Chinese language. These six principles are the general guidelines and general principles for the preparation of textbooks for teaching Chinese as a foreign language. Although it is clear that the principles of the compilation of religion are clear, it does not mean that all problems can be solved easily. There are still some specific issues that have been debated in the long term practice of teaching and learning. These problems can not be completely solved, but also affect the implementation of the big principles. Now let's talk about some of these hot issues. Three, there are some controversial issues in compiling textbooks for teaching Chinese as a foreign language To solve these problems, we need to give full consideration to the common law of the second language teaching and the characteristics of the Chinese language. Let us talk about these problems: 1, the voice requirements should be strict? Some scholars believe that, since most Chinese do not speak fully standard Mandarin, why do they demand strict and standard pronunciation? At the same time, from the communicative needs of language, language fluency is more important than the accuracy of speech grammar. Therefore, some scholars think that only emphasizing the practical use of language communication seems to relax the requirements of phonetics. However, I don't think so. At the beginning of language teaching, no matter what kind of learning purpose, it should be required to learn phonetics well without exception. It is difficult to grasp the tones of Chinese and some phonemes themselves. If we do not make good use of the phonetic basis, we can not understand the dialogue when speaking. Therefore, in the initial stage, there should be relatively concentrated voice training, which can generally take the process of language flow --- phonetics --- language flow, and combine coherent communicative practice with phoneme and tone drills. Speech training should be consistent, to the senior stage, because the students to have voice basis, to voice requirements according to the different learning objectives are different, but still need to adhere to the principle of communication does not affect. 2, the teaching of oral and language standardization In recent years, some oral English textbooks, especially in senior oral English textbook, in order to reflect the characteristics of spoken language, adding a lot of Beijing dialect and slang in the conversation, the colloquial tendency, seems to feel the soil more authentic, more can improve your oral english. However, I think this tendency to speak too much should be measured. We believe that the teaching materials of Chinese as a foreign language, especially in the initial stage, should emphasize the standardization of language. First, we should select the words commonly used in written and spoken language, and the words commonly used all over the country. 3, the word based or the word based? Chinese textbooks should take the word as the basic unit of the teaching of words, or the word as the basic unit of the teaching of words, which is a question worthy of discussion in teaching and writing. Some scholars believe that the "word" standard is the basis of Chinese teaching, only the word is the language of the most basic construction unit, and to Chinese characters as the representative of the morphemes can not separate words; Chinese characters and alphabetic writing, word segmentation in written form can not see. Therefore, if a foreign student learns only Chinese characters, he will have no idea what is the most basic sentence making unit in communication. As a second language teaching Chinese, it is very important to distinguish between words and morphemes. We think that we should adopt a flexible way to combine the teaching of word and word in teaching. That is, every new word should appear in the form of a whole, the word is the basic unit of sentence making, and then analyze the morpheme formation of the word, Emphasizing that the teaching of words to words does not exclude the practice of using words from words to words, guessing words and guessing meanings when they appear new words. 4, how to strengthen the interest of teaching materials? The interest of teaching materials is not only understood as a few jokes and witticisms or small humor, language and cultural level due to differential pressure limit, China joke or humorous sometimes may not be able to understand and appreciate for foreigners. And to our surprise, alcohol, smoking, eating dog meat, blind men, wives, college students, palms and even religious stories in Chinese traditional jokes were taboo in foreign textbooks. And the interest of teaching material lies in the fact that the content of the teaching material must be what the student wants to learn or want to know, and it is closely related to the cultivation of communicative competence. This kind of teaching material can really attract students for a long time, and then they have vitality. In the initial stage, some communicative and practical language materials are mainly taught, and the diversity and elicitation of exercises are also emphasized. In the middle and advanced stages, it is necessary to introduce Chinese culture and Chinese society through the language study, especially the issues that young people are most concerned about, and let them directly participate in the discussion and express their views. 5, Chinese progressive and prominent listening and speaking In dealing with the relationship between listening, speaking, reading and writing four skills, the long-term experience of teaching Chinese as a foreign language is the initial stage. We must adopt the principles of "listening and speaking, reading and writing, keeping up with the Chinese". While emphasizing language development, we should take full account of the importance of listening and speaking at the initial stage. We must see the Chinese characters read and write on the side that promote, but also to see the side of the interference, not because of too much emphasis on the training of reading and writing and delaying the normal development of the ability of listening and speaking. To sum up, language teaching materials are the frontier and breakthrough of the theoretical research and subject development of language teaching. In the preparation and selection of the second language textbooks, we must follow the above six principles of common use, but on the basis of following these general principles, we must pay attention to the controversial issues written above. 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