Teaching Chinese as a foreign language means teaching Chinese as a second language to people whose mother tongue is not Chinese. Its fundamental task is to cultivate students' ability to communicate in Chinese, so oral teaching plays an important role in teaching Chinese as a foreign language. The following is the knowledge I brought to you about the method and application of scenario creation in primary teaching Chinese as a foreign language. Welcome to reading.

I. Introduction

Teaching Chinese as a foreign language means teaching Chinese as a second language to people whose mother tongue is not Chinese. Its fundamental task is to cultivate students' ability to communicate in Chinese, so oral teaching plays an important role in teaching Chinese as a foreign language. The primary stage of oral English teaching is the basic stage and the most difficult stage. At this time, students have just come into contact with Chinese and their Chinese level is zero. It is not easy to make them not only speak standard and fluent Chinese, but also pay attention to the standardization of language. Therefore, how to improve the teaching efficiency of oral Chinese as a foreign language and how to improve students' Chinese communicative competence has been discussed and studied, and many methods have been put forward, among which situational creation is one.

Language is the most important communication tool in human society, and people's communication activities are always carried out in specific situations. Therefore, the situation has certain restrictions and explanatory functions on language. Situation, that is, situation and environment, is a specific situation composed of external factors, scenery, things and the relationship between people. It is a certain communicative environment and language environment on which people's speech activities depend.

The so-called situation creation is a teaching mode that "starting from the dialectical relationship between emotion and environment, emotion and rhetoric, emotion and reason, emotion and all-round development, creating typical situations, arousing students' warm emotions and combining emotional activities with cognitive activities". It requires teachers to constantly create conditions or opportunities in the classroom, give full play to students' initiative, enliven the classroom atmosphere, and make students immersive. Creating situations can increase students' interest in learning and make them study happily. This is even more important for students who are new to Chinese. Using situational creation to make them learn Chinese happily can eliminate the obstacles that they feel "Chinese is difficult to learn", improve their enthusiasm for learning Chinese, and thus improve their ability to communicate in Chinese.

Second, the methods of creating situations in primary oral Chinese teaching as a foreign language

Teaching is an art. In teaching activities, teachers should make comprehensive use of language, posture, music, pictures, blackboard writing, physical objects and other teaching methods, try their best to create a learning atmosphere, enable students to form a good psychology of seeking knowledge, create a teaching situation, stimulate emotion with things, express words with words, and promote thinking with words.

Creating situations in the process of primary oral Chinese teaching as a foreign language can make students maintain high learning enthusiasm and positive thinking state in the whole classroom, thus improving learning efficiency. We can start from the following aspects:

Use pictures and objects to illustrate the situation.

Learning any language begins with perception, which is the reflection of the human brain on the objective things that directly act on the sensory organs. Perception stage is very important for Chinese learners in the primary stage, and it is the basis for improving their Chinese level. Therefore, in the primary oral Chinese class, teachers can use some objects or pictures for intuitive teaching to stimulate students' enthusiasm for learning. For example, in Lesson 29 of Talking, there are many food names in the text, such as fried rice noodles, Yunnan rice noodles, Yangzhou fried rice, yellow steamed stuffed bun with cream, etc. At this time, if the teacher only explains or translates these foods through simple language in class, it is not easy for students to match the names of these foods. If the teacher posts pictures of these foods on the blackboard at this time and writes down their names below, students will understand intuitively and easily that fried rice noodles are this and Yunnan rice noodles are that.

In fact, we can not only teach nouns representing people or things, but also use visual teaching AIDS. Through this intuitive demonstration method, we can teach many other things. For example, when teaching behavioral verbs, we can teach them by doing a series of actions, expressions or gestures; When teaching numbers, we can teach them by counting the number of people or things in the class. Practice has proved that the demonstration of objects and pictures is a vivid teaching method, which is beneficial to students' understanding and memory.

Show the situation related to real life.

The main task of oral Chinese as a foreign language course is to cultivate students' ability to communicate in Chinese and finally apply it to real life. Therefore, in the primary oral Chinese as a foreign language class, teachers should strengthen students' life experience by creating situations, and link the life written in textbooks with students' real life, which can improve students' enthusiasm for participation and effectively exercise students' language expression ability. For example, the 27th lecture "Life on Weekend" is about spare time, and the text is about playing chess. First, we can talk about other board games with students and ask them what they like to play. Then let the students contact their own reality and talk about what they do on weekends.

Play the role of the text and experience the situation.

According to the research of psychologists, for learners, they can remember 10% of what they have read, 20% of what they have heard, 30% of what they have seen, 50% of what they have heard and seen, and more than 80% of what they have experienced personally. Therefore, in the primary oral Chinese as a foreign language class, teachers can directly carry out imitation training in the classroom according to the dialogue design in the textbook and on the basis of dividing roles. Every text in the speech consists of dialogues, some of which are dialogues between two people and some of which are dialogues between many people. We can ask students to play the roles in the dialogue and interpret the text in the performance. In addition, we can also create other related situations according to the content of the text, turn the text into a sitcom, give full play to students' imagination, and improve students' Chinese communication ability during the performance. For example, in lesson 18, buying a computer, there are two roles in this text-Li Jia and a shop assistant. After learning the text, we can let the students play Li Jia and the shop assistant in pairs and reinterpret the text. Then we can simulate a shopping mall, let two students play the roles of salespeople and customers respectively, and let students use their imagination to interpret the dialogue between salespeople and customers. During the conversation, students can not only talk about after-sales service, but also review what they have learned before, such as asking about price, quality, home delivery and bargaining. And use this associative thinking to deduce the communicative behavior in relevant situations.

Using modern teaching methods to show the situation

With the progress of science and technology, modern tools such as multimedia are more and more used in the teaching process. Using multimedia, teachers can get rid of complicated teaching cards, props, graphics, objects and models, and open up a new world of teaching with intuitive teaching. Nowadays, using virtual reality technology can even make students stay at home and be there. Of course, we say that language class is a skill class, we learn language to learn communication, and foreign students learn Chinese to communicate in Chinese. Therefore, as a language learner, the most important thing is to integrate into the crowd to communicate and improve their communication skills in communication. Therefore, in the process of teaching Chinese as a foreign language, this kind of home-based multimedia teaching method is not completely advocated, but we can use some modern teaching methods as an auxiliary tool to create situations, such as lecture No.31class, where do you want to travel? This text is about tourism. When studying this text, we can use multimedia to show you the places and characteristics in the text. Besides, we can also take them to visit other places, explain the climate and characteristics of other places, and then ask them where they want to travel and why they want to travel there. In this way, students can choose the place they want to go from the places shown by the teacher in the multimedia to answer the teacher's questions, thus completing the dialogue.

In addition, multimedia means, such as music and movies, are sometimes used to teach Chinese as a foreign language. We can play music to render vivid scenes and reproduce real scenes through movies. But generally speaking, this method is rarely used in primary oral Chinese as a foreign language class, so I won't give an example here for the time being.

Situational creation runs through all aspects of primary oral Chinese teaching as a foreign language. By creating situations, students' interest in learning Chinese can be improved and their enthusiasm for learning Chinese can be stimulated. If we can make good use of it, the efficiency of oral classroom teaching can be greatly improved.

;