In view of the present situation of the application of modern information technology in Chineseteaching in primary schools, there are several effective application strategies. Firstly, using modern information technology to create vivid Chineseteaching situation and arouse students' enthusiasm for learning. “In the process of Chineseteaching in primary schools, teachers should use multimedia technology to create relevant classroom situations according to different teaching contents, vividly display the content of teaching materials, and then touch students' hearts and cultivate students' Chinese literacy.” Teachers use multimedia equipment to excavate interesting and artistic content in Chineseteaching materials, which can fully stimulate students' interest in learning and enthusiasm for learning, stimulate students' vision and hearing through pictures, audio-visual, text, video, music, animation and other ways, bring students into a good teaching situation, further attract the attention of students, and strengthen students' curiosity and thirst for knowledge in the content of teaching materials. This can arouse the enthusiasm of students to participate in teaching activities, and to really become the master of learning. It also can better realize the student's study as the center, the teacher's teaching as the guide. “Chinese teachers in primary schools should keep abreast of the times and innovate and apply modern information technology.”  So that modern information technology can better serve the teaching of Chinese literacy and writing, reading teaching, practice teaching and oral communication teaching in primary schools.
College Chinese focuses on cultivating and improving university students’ lite- racy in both language and literature. Good Chinese literacy is the prerequisite for any professional college students to learn and understand professional knowledge, and also the basis for all students to express their thoughts and communicate their feelings. As a public compulsory course, College Chineseteaching has a wide range of radiation, which can affect the students of each major. Through the teaching content and teaching methods, students’ humanis- tic qualities can be improved as a whole, so as to achieve the teaching effect. In view of the current status of contemporary college students’ humanities quality, the College Chinese course can improve the teaching contents and methods from the following aspects, so as to achieve the purpose of enriching the know- ledge of Chinese culture, improving the ability of language and writing, culti- vating the aesthetic style, and developing the habits of emotional expression.
For instance, when teaching Returning to My Farm (Ⅲ) , a poem in PEP edition of Chinese textbook for the eight grade students, firstly the teacher asked students to find the lines that showed the tough side of life in the poem, which were “The peas are few, but weeds grow in their stead” talking about bad growth of the plant, “At dawn I rise to clear the dust and filth, bring back my hoe with moon above my head” talking about going to work in the early morning, coming home after dusk and farm work being really tiring. After this, the teacher provided more information about the author Tao Yuanming’s background, telling them how tough his life was and that his relatives couldn’t accept his choice of life. Then the teacher led the students to think about this question: “ ‘ Bring back my hoe with moon above my head ’ is always regarded the most poetic line in the poem, one coming back home with the moon. But how could Tao Yuanming find the beauty in life when he had to do the heavy labor work every day just to make ends meet for his family, and also when he had to put up with loneliness from not being understood by his relatives? Use your imagination. Think yourself as Tao Yuanming, who lived thousands of years ago. What would you think of, as you work from day to night, as you walk alone on that rural country path in shabby clothes with the hoe on your shoulder? And try to think as close to the original artistic conception the poem created as possible.”After students describing their imagination, the teacher demonstrated what she imagined:“ it was after sunset, I was walking back home after a long day’s work. My body was so tired but I felt pretty relaxed. Things around me are all turning black as night went on. No red flowers, no green trees, no running rabbits or flying birds, I felt lonely. But as I raised my head, the moon
Abstract ChineseTeaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas ethnic Chinese children to learn Chinese language and went oceans, arrived in Taiwan to learn Mandarin. This study presents the Chinese language teaching, the definition is as "Chinese" as the Chinese language and voice, and "Chinese" is for the Chinese literature and culture; therefore will combine "cultural points" "language spots"; coherent development into a "Chinese Language Line "; then woven into a" Chinese language teaching face "; Finally, integration into the world," Chinese language curriculum integration network. " The integration of language teaching in China, among other disciplines, is very important for Chinese language teaching essence. Research will examine the views discussed "Chinese language integration courses" to carry out, how to make a solid foundation for Chinese language teaching language skills, you can make the Chinese language teaching to deepen the connotation of Chinese literature, culture, society, history ...... so, even indigenous multi-ethnic ...... and other related courses, either in Taiwan or overseas Chinese language teaching of foreign learners begin to experience the multicultural make baptism as the goal, and then deep essence and mystery of Chinese culture for thousands of years at the world, creating new culture of "diversity of thinking," and a full range of "polygonal learning" to make "cultural communities" international exchanges bring out the bright spark of a new era.
Chinese language is one of the languages that have many users in the world. Chinese language is also one language that is difficult to learn because the pronunciation and the tone are different from other types of languages in the world. Moreover, the forms of writing, in Chinese called Hanzi, are not in the forms of Latin alphabetic. Teachers are the important factor in teaching learning process. In teaching process, teachers need specific method or tech- nique. Particularly in teachingChinese for early childhood education, in fact, the students are not quite fluent to speak Indonesian language as their first language. As a result, it may become a constraint to expect they will be fluent speakers in Chinese. This current research was conducted since methods in teachingChinese particularly for early childhood education are rarely found. This research then explored the methods of teachingChinese used for early childhood education. The significance of the research was to generate method of teachingChinese particularly in pronunciation for students between the age of 4 - 7 years old whose first language is Indonesian. The objective of this research is to find out the effective teachingChinese Language method that is used for early childhood education in Indonesia. The research method was participant classroom action, in which conducted a research during 1 seme- ster from 10 January 2017 to 30 June 2017 at KSPA Kindergarten Jakarta. The respondents were 20 kindergarten students of 10 girls and 10 boys between 4 - 7 years old and 2 teachers. The data were then analyzed qualitatively by describing classroom observations. The result of this research is that Chineseteaching me- thod suitable for beginner level for Indonesian speakers in Indonesia is using song, poetry, storytelling and question and answer technique. The use of this method has an impact on the increasing interest of students in learning.
It was found from Table6 that the participants mostly agreed that culture should be part of language course and integrated into language teaching (87.7%). They commonly accepted that students in a language program should be introduced to a native speaker (56.5%), and textbooks in a language program should be written by native speakers of the target language too (59.6%). A majority (98.9%) of the participants strongly believed that part from textbooks, there were other useful resources for teaching in language program. However, whether or not foreign students should be involved in a language program, the participants’ views were divided: 39.4% agreed, but 32% disagreed, and 20.8% were not sure. Also, interestingly, about compulsory professional course, half agreed (48.9%), but another half (45.7%) disagreed that they should be taught in English. Therefore, further analysis was conducted to identify factors that influenced participants’ views on these questions. The Kruskal-Wallis Test or Mann-Whitney U test was chosen to determine whether these questions were associated with participants’ occupation, gender, age group, and length of Chineseteaching/studying as foreign language.
Communicative Language Teaching (CLT) has probably be- come a prominent methodology and a guide for syllabus design in various EFL contexts. It has been recognized that CLT is an advanced methodology with strengths in developing communi- cative competence and enhancing learner autonomy (e.g., Lit- tlewood, 1981; Li, 1984; Bax, 2003). With regard to the Chi- nese context, there is a view that CLT should be adopted to promote language teaching for the following two reasons (Li, 1984). First, the “perceived” Chineseteaching methods men- tioned in some literature (e.g., Harvey, 1985; Anderson, 1993), such as grammar-translation method, have been criticized for their weakness in developing students’ oral communicative skills in actual language use (Li, 1984). Second, with more and more politically and economically prosperous development of China, such as the events of the Olympics in 2008 and World Expo in 2010, English is gaining more importance. Chinese language teaching has undergone a series of innovations in terms of modernizing teaching methodology and revising the teaching objectives of which communicative competence should be given more importance. In 2003, the Chinese ministry of Education proposed new College English Curriculum Standards. This has stimulated innovations in English teaching in 180 key universities. Take Suzhou University as an example: it requires that all the graduates must pass an oral English test as well as a written test in order to get a degree. From the above discussion, it seems both Chinese researchers and teachers are inclined to adopt CLT as the “right” approach for China. However, it should be highlighted that CLT is based on Western settings; it is still arguable how culturally appropriate it is regarding Chi- nese culture of teaching and learning. This article will set out to explore this question.
Teachers should always keep studying in my opinion. No matter whether attending professional training programs, or learning from other teachers, there are always many ways to develop ourselves. Sometimes I would borrow some books from the library to study about education. Meanwhile, I try to make myself keep pace with the development of the world, such as I always go to learn new technologies and try to combine them with my Chineseteaching. (follow-up interview, May 13, 2017). Emma and Amy both suggested that teachers should attend professional programs on multiliteracies. They held the shared belief that professional programs on multiliteracies could facilitate teachers’ understanding of multiliteracies theory and pedagogy which is what literature has concluded as well ( B ull & Anstey, 2010; Rowsell, Kosnik, & Beck, 2008). Additionally, Emma and Amy proposed that there are many ways to work on themselves (e.g., reading scholar papers about multiliteracies), and they advocated, as Meng (2016) also
The teaching and learning of geometry has been the subject of considerable international interest, with many questions remaining about appropriate teaching methods and curriculum design (Mammana& Villani, 1998; Royal Society, 2001). With a view to informing the development of better pedagogical models and instructional strategies in geometry, this paper reports some findings from a study of geometry teaching at the lower secondary school level in Shanghai, China. The analysis is based on observations of geometry lessons, and data on students’ performances in mid-term examinations, at Grade 8 (UK Year 9, students aged 13-14). The study suggests that an essential teaching strategy used by Chinese mathematics teachers at this Grade level is an approach that aims mutually to reinforce visual and deductive approaches in order to develop students’ thinking, particularly in the transition to deductive geometry.
For our aid project, the advantage is, we can control the whole process, such as building the national sport stadium or the hospital or the schools. Tanzanian does not have to control the money so we can use the budget very efficiently. We say we devote 0.1 billion, but the money is in Chinese Ministry of Commerce. We have our own construction team and we give Tanzanian the finished product. Normally our speed is incredible for Tanzanian. And on the other hand, compared with Western team, we have less labour cost. … But we have some other problems. In very few cases, we built the things they did not need, and another problem is, how to maintain the product. For example, if we build a hospital for them, then do we also need to offer them the medical materials and even doctors? We then may be involved into more and more issues. So the Western donors may have realised the problem during the recent years, and started to give direct financial support. But China will still maintain this approach at the moment, and see if we can make it more scientific. The old brothers’ relation will be instead by a new relation with more consideration of the market and mutual benefit.
A more recent work in this field is the research carried out by Pham. Pham (2007) launched a case study on teachers’ beliefs and use of CLT at a university in Vietnam. Based on the findings gained from interviews and observations, Pham concludes that the participants actually embraced CLT as they ‘espouse firmly the primary goal of CLT – to teach students to be able to use the language’ (p.200). He also identifies that despite the efforts made to apply CLT principles to their teaching, the participants encounter a number of difficulties such as traditional examinations, large class sizes, classroom relationship between teacher and learner, learners’ low motivation and incompetence in independent learning, and teacher’s incompetence in creating communicative activities. Nevertheless, Pham’s study is comparatively small-scale, as the research is carried out at one university with the number of participants totaling three. In addition, Pham does not make clear in his paper what sort of adjustments were made by the practitioners to tailor CLT to be more appropriate in the local context, nor does he specify how the practitioners actually encountered the identified difficulties and the extent to which CLT can be conducive to enhancing teaching effectiveness in particular contexts.
the cultural ‘aspect of language teaching’” (Stern, 1999). Brown (2002) concentrated on the exploring and summarizing the principles of language learning and teaching. The Art of Teaching and Studying: Languages by Gouin (2012) pointed out the importance of culture teaching for the first time, but did not receive support on a large scale. One year later, The Report of the Committee of Twelve of the Modern Language Association of America officially acknowledged the teaching of European civilization and recommended it for school curricula. The breakout of the First World War caused the increasing concern for the understanding of and the difference between cultures of all nationalities, hence the reform of foreign language teaching through adding culture teaching to language teaching. The Second World War made more necessary than ever before the training of people mastering both the foreign language and its culture related. At that time, Area Studies, a new subject, was introduced into some US universities. Under the influence of Area Studies, foreign language teaching became more and more cross-disciplinary instead of being isolated from other subjects. In 1959, Hall put forward an amplified modification known as the Ten Primary Messages System, which identifies ten focal points of critical importance to the fabric of society. In Hall’s proposition, the scope of culture in language education has been expanded from “C” to “c”. Generally speaking, the main characteristics of culture teaching in that period are as the followings: Firstly, no matter what models are suggested or used, content about foreign cultures is explicitly provided. Secondly, the explicit knowledge about foreign culture is expanded from “C” to “c”. In general, scholars realized that foreign language and its relative culture should be combined in foreign language education after the continuous studies in this period.
Working with Danping, over the long gestation of this project, has been important to me in “ filling the gaps ” in my understanding of CFL, in a number of ways. Firstly, it shifted stereotypes I had held, such as “all Chinese teachers think and teach this way”, when clearly Danping refreshingly didn’t think or teach that way at all! Secondly it revealed to me my arrogant assumptions, arising from my own unexamined educational background, as to how CFL teachers should be adapting to the Australian school context. I love the personal challenge, that in all intercultural work, the self becomes visible, and it isn’t always comfortable. Just as I have been defined as an East-coast white Australian, by Aboriginal Western Australians, it sharpened my recognition of the shaping of my educational beliefs by my educational heritage. And finally it made me aware of the global potential for improving language teacher education, through individual interaction in international peer collaboration and research.
With the increasing number of speakers and users of Chinese around the world, learning Chinese as a Foreign Language (CFL) has become a global trend. According to Zhao and Huang (2010), more than 100 million people worldwide were expected to be learning Chinese as a foreign language in 2011. Even though Chinese language is an ancient language, teachingChinese as a foreign language is a new field to explore. In order to meet the increasing demand for CFL teachers (teachers who teach Chinese as a foreign language), the discipline of teachingChinese as a foreign language to speakers of other languages (TCSOL), had been established in Chinese higher education since 1985. The principal aim of the programs in this discipline is to prepare qualified CFL teachers (Zhao & Huang, 2010). By 2012, 285 universities in China were officially recognized for preparing qualified CFL teachers in undergraduate degree level or master degree level programs (Wang, Moloney, & Li, 2013). Nevertheless, many studies reported that one of the major factors hindering worldwide CFL learning is the shortage of qualified CFL teachers (Orton, 2011; Zhao & Huang, 2010). Moloney (2013) said CFL teachers trained in these programs have found it difficult to teach foreign learners effectively. The core challenge for CFL teachers is the disjunction between the training curriculum of CFL teachers and the requirements of overseas educational contexts (Duff & Lester, 2008; Wang et al., 2013).
As a culminating experience, the Chinese students completed a professional internship during their second summer of instruction, in addition to attending a Public Administration Seminar course. The internship matched, as closely as possible, their position in the Guangxi government. Internships were in such organizations as the New Haven Superior Court, several Boards of Education, the Quinnipiac Valley Health Department, the Connecticut Agricultural Experimental Station, and several area municipal governments. A requirement for credit for the internship course was a report detailing what they learned. The requirement for the Public Administration Seminar course was a narrative paper describing what they had learned because of their experiences at the University of New Haven and how it would or would not influence their practice of public service in China. The resulting data from these reports shows that although the Chinese students observed and learned from their classes and internships, the fact remains that their observations were from a different perspective than that of the average US student of public administration. Evidently because they come from a collectivist but hierarchical society that places great emphasis on respect of authority, Chinese students take a much more passive position in learning in graduate classes. Even so, they arrived socialized and fully formed ideologically. Because of the stark difference in the Chinese students’ views of the role and form of government, the question arises as to how much of what they learned was actually relevant and useful to them, once they returned to their public service positions in China.
that control the movement of the aircraft, such as yaw, pitch and roll. The later includes altimeter, attitude indicator, air- speed indicator, fuel gauge, variometer, gyroscope and mag- netic compass that offer data information to pilots. In cabin, there are galley, trolley, toilet, interior fittings, floor, ceiling, lighting system, air-conditioning, intercom, oxygen masks, em- ergency slide, aisle, compartment, jump seat, life vest, locker, window, window-blind/shade, seat belt, armrest; emergency exit, fire extinguisher, gust wind lock that cabin attendants need to grasp in EAP vocabulary learning. In the middle part, espe- cially the aircraft wings, there are words like slat, flap, aileron, leading/trailing edge, flaperon; wingtips; rib, spar, spoilers, stringer, dihedral. In rear part, there are words like empennage, fin-rudder, and stabilizer-elevator that should be mastered by students majoring in aircraft engineering or even flying tech- niques. Of course, it may take some time for an EAP instructor to acquaint himself with the chosen text and vocabulary before his teaching activities.
When it comes to CL application in the field of applied lin- guistics (AL), the following achievements have been made in China. Gao (2010) in her book: Applying Cognitive Linguistics to L2 Acquisition speculates on the effectiveness of cognitive linguistics-inspired methodology in the process of L2 or FL acquisition. In her paper “Comparative Research on Preferences of Learning Style”, she (2001) argues that “individuals all have basic capacity to learn and to teach, nevertheless, they are not all able to learn and teach effectively in the same exactly way”, she (1996) discusses the cognitive context and its significance in text reading. Gao (2011) notes that multidimensional ap- proach to the “non-arbitrary nature” of linguistic sign provides the desirable answer to the nature of language, which can not be answered from the view of “arbitrariness” of language, essen- tially challenging the “autonomy” theory of syntax structure and bears great potential to L2 or FL teaching and research; Li (2004) has conducted a comprehensive study of applying the CMs (conceptual metaphors) and the IMS (image schemas) in English learning. In his book Applied Cognitive Linguistics, Li provides an intensive discussion on the effect of the CMs and IMs on EFL teaching and learning, which is very encouraging; Liang (2000) has explored Enlightenments of the Cognitive Linguistics on English Vocabulary Teaching, which is very suggestive; Wang, Yin & Li, Hong (2004) in A Survey of Cog- nitive Linguistics speculate on the application of metaphor to FL teaching at three levels and put forward the view of “com- bining three into one”, which refers to competence of language, communication, and metaphoric thinking; In his “Cognitive linguistic view of language and principles for FL teaching”, Liu (2010) points out differences and inadequacies in pedagogy resulting from the view of language acquisition, since principle of language teaching lies in the attitude towards the process of language acquisition.
With the help of statistical tools, it is found that the current teaching methods have a greater impact on the three majors of Bioengineering, Pratacultural science and Ecology, which means that the same teaching methods have an impact on different majors accounting for 27.27%. At the same time, from the perspective of data analysis, we also found that the performance of Bioengineering students is significantly different from other five majors, such as Clinical Medicine, Chinese and Western integrative medicine, Animal nutrition and feed science, Aquaculture as well as Pratacultural science, under the same teaching mode. We believe that the main reason for such significant differences lies not in the major itself, because other similar majors have not appeared in this phenomenon, nor in the teaching model itself, because 11 different majors adopt the same teaching model, although it is undeniable that switching other teaching modes may help students to improve their learning and understanding of modern Chinese history, but we are more willing to believe that students of this major have problems with the understanding and acceptance of modern Chinese history. This is also the issue we will continue to focus on and investigate in the following study. From the research results of this paper, we hope to grasp the characteristics of students from different majors, study the corresponding teaching strategies, and help them better understand and learn related history courses. It is also hoped that this may help educators prepare their courses, and further understand and study the impact of modern Chinese history on the younger generation.
markers also seems highly desirable. Explicit teaching will strengthen L2 learners’ pragmatic competence in spoken language by incorporating the use of pragmatic markers into the language curriculum to improve their use of pragmatic markers, to enhance natural and fluent conversation, to help avoid misunderstanding in communication, and essentially, to provide learners with a sense of security in L2. Over the past two decades, researchers have established that a foreign language learner’s development of various aspects of pragmatic competence may be facilitated by the instruction of pragmatic routines and strategies in the foreign language classroom (Kasper). When such instruction is explicit, it appears to be particularly beneficial since it enables learners to develop an awareness and understanding of the differences between L1 and L2 pragmatic preferences, and thereby “counteract negative L1 transfer through “noticing” (Schmidt) and through making attempts to use alternative, more L2 norm-oriented expressions (House). Since suggestions for the explicit teaching of pragmatic markers are rare to date, the following section is devoted to the question of how pragmatic markers should be taught. The suggestions are largely based on the research findings of the present study and intended for pragmatic markers investigated, for Chinese EFL learners, and for general language courses.
(SLP) contains Ginseng, Dark plum, Radix re- hmanniae, Coptis chinensis, and Cinnamon etc. Modern pharmacological research has sh- own that Coptis chinensis and Cinnamon could significantly improve hyperglycemia. The com- pound preparation of Jiao tai Pill could impro- ve hyperglycemia, hyperlipidemia and the ac- cumulation of hepatic lipid for rats as well as human which might be related to the inhibi- tion of the relevant lipid synthesis gene ex- pression . Modern research has also show- ed that Chinese medicine compound could effectively reduce the HbA1c (%) and weight in type 2 diabetes compared with Metformin . Meanwhile, Ginseng contains a variety of anti-