How to teach culture in teaching Chinese as a foreign language

How to teach culture in teaching Chinese as a foreign language

When it comes to teaching Chinese as a foreign language, cultural teaching cannot be bypassed. Many teachers will think that culture class should be the most interesting class. However, this seemingly simple cultural teaching actually has many places worthy of our discussion and attention. The following is the knowledge I brought to you about how to teach culture in teaching Chinese as a foreign language. Welcome to reading.

A form of cultural teaching

1. China Culture Class

According to the students' situation, the general teaching contents include painting and calligraphy, paper-cutting, Chinese knot, folk music, kung fu, Beijing opera, tea art, poetry appreciation, film appreciation, and even cooking classes.

2. Cultural output in language classroom teaching.

This part can be said to run through the whole process of language teaching. Personally, I think this is a subtle way for students to truly and comprehensively understand the people of contemporary China and China.

Second, the teaching form and how to attend classes

1. For China culture class, it is actually relatively simple. Mainly the requirements for teachers. This is also the reason why Hanban inspects China talents when recruiting volunteers. This is why there is a saying that most teachers of Chinese as a foreign language are all-rounders.

This kind of class is suitable for the Spring Festival, the beginning or the end of the semester. We can organize according to our specific environment.

However, there are also some problems that need our attention:

It is not appropriate to spend the whole class watching Beijing Opera. Although the quintessence of Chinese culture is good, it is really beyond the appreciation of the general public, especially international students. In fact, many people can't understand the beauty of Beijing opera. In a word, Beijing opera is as important to them as opera is to us. You can imagine.

2 Poetry appreciation and film appreciation should not be studied by the whole class in the primary stage. Students can't say a few complete sentences, and their listening is even worse. Don't waste precious time here. There is little time to teach Chinese abroad. For example, one hour a week, or even two hours a week. )

2. Cultural output in language classroom teaching is what I want to talk to you about. Let's not worry this time. Be specific.

First of all, personal opinion: This part is an important teaching part to help students truly understand the contemporary China society. It is also a magic weapon to make our classroom lively.

Below, I will take a concrete example of my class to illustrate.

The content of the lecture is Unit 7, Book 1 of Great Wall Chinese, "Where do you live?" There is also Unit 2 of Book 2, "Where are you now?" . The language points of these two units are locative words, addresses, places and so on.

Students have mastered how to ask and express their addresses. This lesson focuses on reviewing address and learning locative words and their exercises.

The way to review the address is: I prepared an envelope. Please write me a sentence (Chinese) from each student, and write down what you think of my class (students' mother tongue). I gave the students an address in China and asked them to fill in the envelope. Generally speaking, students are interested in big cities. What's the specific address in China? So we can take this opportunity to introduce the city where the address is located. For example, I use the address in Beijing. (If students go to China in the future, they will generally go to cities like Beishangguangshen and Shenzhen. I briefly introduced all the districts and places of interest in Beijing. (I suggest you use a lot of pictures, videos and satellite maps! Note that in this process, students can practice saying the addresses of these places of interest. For example, the address of the Forbidden City is "No.4, Jingshan Qianjie, Dongcheng District, China". It is best to give students specific information. What I gave is that they have already lived in China, and some friends have traveled from Spain to Beijing, but they can't accompany them to visit the scenic spots. Therefore, they need to write the Chinese names of these scenic spots to their friends so that taxi drivers can take them to their destinations. )

When learning locative words and places, I first showed all locative words involved in the course and the sentence pattern "A+from+B+far/near……" on the blackboard. After regular classroom exercises, the students are familiar with these words and this sentence pattern. I showed them the map of China. Then ask the students: "Is Beijing far from Xi? /Is it far? "After the students answer, I will simply ask them how much they know about Beijing and Xi 'an. Then show pictures of the city or show them directly with satellite maps. This sense of reality is very popular among students. After asking questions one by one, the representative provincial capital cities of China (Sichuan, Yunnan and Qinghai) were taken out, and the whole class came alive! Panda, Pu 'er tea, Qinghai Lake ... Students not only learned knowledge, but also visited China. Otherwise, according to my experience, this part of language knowledge is quite boring.

If there is enough class time, students can imitate the way of this activity and introduce their own country as a review for the next class. If time is tight, you can stay and do your homework. If teachers and students are promoted to the next stage of study, they can also be reviewed repeatedly in subsequent teaching.

In the third class, when we were studying "A's edge/face is in B" and "A's edge/face+you/yes", I found out the 3D campus map of my university and introduced it directly. However, please imitate me and introduce your school. The effect is very good! There are few Spanish campuses as big as China. The students are envious, haha! ! Of course, the most important thing is for students to know what dorms in China are like and what universities in China are like. After all, the differences between Chinese and foreign universities are quite big. If your student will study Chinese in China in the future, he will certainly thank you for your teaching method this time. This is a living culture. Don't!

It should be easy to see from this case that my personal idea is actually to integrate culture teaching into language teaching, preferably in such a very natural way. And what I think is useful to students is the lively contemporary China society and China people. And once you catch something useful to students, it will naturally attract them, and the class will naturally be lively. Moreover, there is a lot of room for discussion and students' participation will be greatly improved.

Of course, not all cultural points can be integrated in this way. Everything should be analyzed in detail. This case is a brick thrown out, hoping to attract everyone's jewels! !

Teaching Chinese as a Foreign Language for Children's Ideas

(A) to create an authentic environment in China

Adults don't have high requirements on the time, place and environment of language learning, so they can overcome many external disadvantages. Children are in the period of establishing their outlook on life and world, and they have high requirements on the place and environment for study, which urges us to strive to create a good learning environment. We can start from two aspects: vision and hearing.

Visually, you can paste the wall charts that students like to watch and like to watch on the wall with Chinese knowledge to create a warm and lively learning environment. We can also put Chinese names on blackboards, air conditioners and computers, and hang colorful character cards on the wall behind the classroom.

Listening, you can give each student an authentic Chinese name, and use China's nursery rhymes to create a natural Chinese input environment, such as playing some catchy nursery rhymes before class, so that students can hear Chinese as soon as they enter the classroom.

In addition, we should also pay attention to the creation of cultural atmosphere. No matter which language is inseparable from culture, it is helpful for students to feel the existence of another cultural background at all times.

(B) effectively carry out Chinese classroom teaching activities

1. Pay attention to the classroom language.

Address students with Chinese names, and students should also use "Teacher A" instead of Ms, which implies that this is a Chinese class and you need to adjust your thinking and classroom language. At the same time, in class, try not to let students communicate or ask questions in their mother tongue.

2. Try to explain Chinese in Chinese.

In the process of teaching, some teachers are used to teaching in English or students' mother tongue. We should not ignore the influence of media language on Chinese learning. Some second language words contain the meaning of the first language words or have other meanings. In this way, the use of interlanguage in teaching is easy to cause confusion of meaning. Sometimes teachers use interlanguage in teaching, and students memorize interlanguage corresponding to Chinese vocabulary, which will mix interlanguage in verbal communication and even cause students' language habits of being half Chinese and half foreign language.

3. Be good at using body language

Sometimes, children's body language understanding ability will exceed our imagination, and even oral explanation will achieve better results. For example, when learning verbs such as "Ju", "Na", "Shake", "Push", "Dang" and "La", you don't need too many languages. As long as the teacher makes corresponding actions on these words, students will naturally understand the meaning and apply it to practical operation.

Body language can also play a good role in guiding students. For example, when students are talking, teachers can put their hands to their mouths to calm them down; When affirming or encouraging, thumbs-up has basically become a symbol of recognition and praise; Proper silence can tell your students that "the teacher has something to say" and so on.

4. Encourage students to communicate in Chinese.

Children have the same expression difficulties as adults in verbal communication, but the ways of encouragement should be different. Flexible and interesting game forms can be adopted, so that they can learn to use Chinese in the game from "palm of hand" and "rock, paper, scissors".

5. Expand extracurricular Chinese teaching.

Children's awareness of autonomous learning is not strong, and they do not take the initiative to preview or review after class. If they leave a lot of homework after class, they will feel bored and rebellious. We can combine language learning with the cultivation of practical ability, so that students can make new word cards after class and give examples to the text. In this way, students can further understand what they have learned in class and activate boring after-school exercises.

Employment prospect of teaching Chinese as a foreign language

Looking through the registration records of the self-funded Chinese teacher export program, we can find that the applicants come from all over the country, and a considerable number of them are undergraduate graduates. "Teachers with qualification certificates are easy to go out, so there is no hurry to go out at their own expense. Many students who participate in the exchange program for teachers of Chinese as a foreign language at their own expense are fresh undergraduates or newly graduated students. " Relevant human resources experts said, "It is very difficult to find jobs in China now, especially for fresh graduates. At the same time, the threshold of teaching Chinese as a foreign language in China is also very high. Non-master's degree or above is not accepted, and the competition is fierce. For example, some schools want to recruit a China native as a foreign language teacher, and hundreds of people have signed up. However, the export programs for teachers of Chinese as a foreign language are relatively low, and they don't necessarily need a qualification certificate or master's degree or above, as long as they are admitted to the other school and pass the training course exam organized by China National Office for Teaching Chinese as a Foreign Language (Hanban). It is a good work experience for some recent graduates or students who have not entered the society for a long time. "

According to experts, the Confucius Institute in Chicago, USA, which had only more than 200 primary and secondary school students two years ago, now has more than12,000 students. According to experts, at present, there are 109 countries and more than 3,000 colleges and universities in the world offering Chinese courses, and the number of Chinese learners has exceeded 40 million. In many countries, the number of people learning Chinese is increasing at a rate of 50% or even higher. According to the prediction of UNESCO, by 2065.438+00, there will be10.4 million Chinese teachers in the world, but at present there are only 30,000 teachers (including mainland China, Hongkong, Taiwan Province and foreign countries) engaged in teaching Chinese as a foreign language.

The training institutions for teaching Chinese as a foreign language are mainly related majors in universities, Confucius Institutes and other professional training institutions. As many non-English-speaking countries in Asia, Africa and Latin America have a great demand for Chinese teachers and a shortage of non-English teachers, Hanban has started to select teachers from Beijing Foreign Studies University, University of Economics and Business, Shanghai International Studies University and other institutions, and went to the teacher training base one year in advance. The World Chinese Teaching Association, the Global Chinese Teaching Association and other institutions are also providing overseas assignments and training for Chinese teachers, so that college students or on-the-job personnel can participate in Chinese teaching after training.

Textual research authoritative recommendation:

At present, the most authoritative certification system for Chinese teachers as a foreign language is the certificate of international registered Chinese teachers, which is the qualification certification launched by the International Certification Association (IPA) according to the huge international demand for Chinese teachers. It is recognized by more than 65,438+000 countries and is the most authoritative.

According to the International Standards for Teachers of Chinese as a Foreign Language issued by Hanban in 2007, teachers of Chinese as a foreign language should have certain knowledge and skills in Chinese and foreign languages, understand the cultural knowledge and similarities and differences between China and the world, master the basic rules of cross-cultural communication, and understand the learning rules of Chinese as a second language and the characteristics of learners, which can help learners learn Chinese smoothly and have the ability of teaching organization and implementation. Experts further analyzed that teachers of teaching Chinese as a foreign language should first have a rational understanding of teaching itself; Second, China culture; Third, Chinese knowledge. In addition, there are courses such as skills teaching and cross-cultural exchange of talents. Teachers in China should also carry out teaching practice among international students in China.

Cheats of being a Chinese teacher abroad

Foreign language ability: English level is at least CET-4, preferably CET-6 or above (according to the timetable of CET-6 reform, from 2007, social candidates will completely miss CET-4 and CET-6. Hanban will provide foreign language tests equivalent to CET-4 and CET-6. In addition, the following languages are included: French, German, Italian, Japanese, Spanish, Russian, Korean and Arabic.

Major: generally from the language teaching team, including teaching Chinese, English and Chinese as a foreign language.

Level of psychological quality requirements: Hanban's exams include psychological ability tests and personality tests, and only those who pass can meet the requirements.

Five ways for China teachers to teach abroad;

1. China has cooperation projects with other countries, and the two sides have agreements, and China will send personnel according to the requirements of the other side;

2. Hanban has an agreement with foreign institutions to provide Chinese teachers;

3. Foreign universities post their own recruitment notices and recruit directly from China;

4. Some are inter-school cooperation and exchange projects; 5. Hanban recruits volunteers. The employment prospect of teaching Chinese as a foreign language continues to improve.

;