Chinese, curriculum, advanced, teaching, standardization

Curriculum Specification for Advanced Stage of Teaching Chinese as a Foreign Language Chen Tianshun Beijing Language and Culture University Press 19938+0438+0.

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1978 it has been 20 years since the birth of the undergraduate major of Chinese as a foreign language. In the past 20 years, Chinese teaching in the middle and advanced stages has been maturing through continuous exploration and practice. With the vigorous development of teaching Chinese as a foreign language in the advanced stage, a large number of young teachers with high starting point, new knowledge and wide ideas have gradually enriched the field of teaching Chinese as a foreign language. At the same time, a group of old teachers with strong discipline awareness and rich teaching experience have retired or will soon retire from the front line of teaching. The original intention of writing this book is how to summarize and retain the teaching experience of old teachers, how to make more new teachers avoid the blindness and randomness of teaching, and how to make Chinese teaching in the advanced stage develop healthily and orderly to adapt to the new situation.

The compilation and selection of curriculum norms is an important part of the curriculum construction of Chinese major in beijing language and culture university Chinese University. Curriculum Norms for Teaching Chinese as a Foreign Language in Advanced Stage (hereinafter referred to as Norms) is another project after Curriculum Norms for Teaching Chinese as a Foreign Language in Primary Stage. It took three years from the topic selection to the finalization, and nearly 100 teachers from the Chinese Department of the Chinese Language Institute participated in the discussion and compilation.

This work is carried out according to the following steps:

First, determine the standard curriculum. The advanced stage of Chinese language major includes two levels (the second level is intermediate, and the third and fourth levels are advanced). * * * Offering nearly 50 courses in language skills, language knowledge and culture. We first define the language skills course as the scope of curriculum norms. In the course of language skills, we chose the course 1 1 with long course duration, stable course types and stable teaching materials, and accumulated some experience. Teachers standardized the nature, purpose, task, main teaching links, teaching methods and examinations of this course. This 1 1 course is an intermediate stage; Intermediate Chinese (comprehensive course), listening and speaking, Chinese reading, newspaper language foundation, Chinese writing: advanced stage: advanced Chinese [Grade Three (comprehensive course)], advanced oral English, newspaper reading, contemporary China topics, Chinese writing and translation.

Second, after the establishment of the standard course of open class, the teaching and research section or teaching group where the course is located will elect a teacher who is serious in teaching, has good effect and can reflect the purpose of the course to open the open class. All the teachers went to class.

Third, after the discussion of the open class, the teacher will discuss the nature, purpose, task, main teaching links and teaching methods of the class in combination with his own teaching experience. On the basis of many discussions and further understanding of the above problems, I recommend a teacher to write a draft curriculum specification, and ask the teachers in the open class to sort out the teaching plans.

Four. On the basis of collective discussion, the author combines his own theoretical understanding and teaching experience to draft curriculum norms.

After the discussion and revision of the first draft of verb (abbreviation of verb) specification is completed, the teaching and research section or teaching group will organize teachers to discuss the first draft and put forward suggestions for revision.

Sixth, the editorial board finalized the draft.

This book includes three parts:

First, curriculum norms, curriculum norms are the norms of the nature, purpose, task, main teaching links, teaching steps and performance tests of the selected courses. Among them, the nature, purpose and content of the course belong to the course itself, and the teaching links, teaching steps and tests are the implementation process of the course. These two parts have close internal relations and are an organic whole.

Based on the comprehensive summary of many years' teaching practice and under the guidance of language teaching and language acquisition theory, curriculum norms comb and sublimate the existing teaching, which stems from the fact that teaching is higher than teaching. In particular, the nature, purpose and content of the course are strictly regulated and should be strictly observed in teaching. Therefore, this part of the "code" should be instructive and legal for teaching. Teaching links, teaching steps, teaching methods and exams are flexible. This part is for reference only.

Second, refer to the teaching plan. Each standardized course is equipped with a reference teaching plan of the textbook. The teaching plan includes teaching self, teaching content, teaching emphases and difficulties, teaching principles and methods, teaching progress and class time allocation, main teaching links and steps, and blackboard writing design. It is illegal to refer to lesson plans, and we don't want everyone to design lesson plans according to a model. However, it is the concrete embodiment of curriculum norms, and providing reference lesson plans is also to show the * * * nature of lesson plan design for reference.

Thirdly, the selected papers in the article "Norms" are mainly theoretical discussions or reflections of the author in the process of discussing "Norms". Some are theoretical explanations of a certain curriculum norm; Some of them are theoretical discussions on a certain teaching link. Through these papers, we can see the theoretical thinking of the author of the Code.

We hope this book can contribute to the curriculum construction of teaching Chinese as a foreign language and to the scientific and standardized Chinese teaching in the advanced stage. Due to the limited editing level, mistakes and shortcomings are inevitable. I sincerely hope that experts and peers will criticize and correct me.

Here, I would like to express my heartfelt thanks to Professor Li Yang, who advocated the Code and has been paying attention to and guiding it, and to the teachers who actively participated in this work. I would like to express my gratitude to Comrade Lu Jincheng from the Office of Chinese Department, who gave all kinds of help in the preparation of this standard.

Editor's editor

1September 29, 998

catalogue

Limitation and Freedom in Language Teaching (Substitution) .................................... Li Yang (I)

Preface ........................................................... (ⅶ)

Curriculum norms

Intermediate stage curriculum specification

.................................................................. (1), Outline of Intermediate Chinese Course (Comprehensive Course)

....................................................................... (1) for listening and speaking courses.

Curriculum Standard for Chinese Reading Course

Curriculum Specification for Basic Course of Newspaper Language (34)

Chinese Writing Curriculum Standard ..................................... (42)

Advanced stage curriculum specification

..................... (49) Outline of Advanced Chinese Course (Comprehensive Course)

Advanced Oral English Curriculum Specification ............................................................................... (57)

Newspaper Reading Curriculum Standard ............................. (63)

Contemporary China Special Course Standard ....................................................... (72)

Chinese Writing Curriculum Standard ................................. (84)

Translation Curriculum Specification ................................... (95)

Reference lesson plan

Reference teaching plan for intermediate stage

"Shuttle Bus" Teaching Plan (Comprehensive Course) Yin Zhiling, ........................................................ (10 1)

"What should I do?" Lesson plan (listening and speaking class) ...................... Tao Xiaohong (124)

"Approaching the Giant Panda" (Reading Class) Teaching Plan .............................................................................................................................................................

Teaching Plan of "Sustainable Development of Tourism in China" (submitted to class) ... Shao Hong (152)

"Writing Narrative" (Writing Class) Teaching Plan ..................... Jeikiy (17 1)

Advanced stage reference teaching plan

The following teaching plan (comprehensive course) ......................................................................................................................................................................

"How to Educate Children" Teaching Plan (Oral Class) ................. Sean (Part 2) 208

"Chaoyang generate" lesson plan (report class) ........................... Liu Qianhong (below) 220

"Youth: Indecision of Moral Values" Teaching Plan (newspaper

Reading, oral class)

Argumentative Teaching Plan (Writing Class) ..................... Wu Shuang (245)

Tokyo の History (Japanese-Chinese Translation Course) Teaching Plan .................... Xu (Part II) 262

Appendix (seven papers)

On Curriculum Norms in Advanced Stage

A preliminary study on the three-stage teaching theory of advanced oral English course ...................................................................................................................................................................

The characteristics of Chinese writing teaching Zhu (286)

Practical significance of students' mutual correction and mutual evaluation in writing class ................................................................................................................................................................

On the Teaching Principles in the Basic Stage of Newspaper Language .....................................................................................................................................................................

The Teaching Guiding Ideology of Listening and Speaking Course .......... Zhao Jing (Part II) 303

Discourse structure law and topic expression teaching