Grammar teaching methods for teaching Chinese as a foreign language

A complete collection of grammar teaching methods for Chinese as a foreign language

Introduction: The development of teaching Chinese as a foreign language is of great strategic significance for promoting Chinese to the world, expanding economic and cultural exchanges and cooperation between China and other countries, and enhancing China's international influence. Let me share the methods of teaching Chinese grammar as a foreign language. Welcome to refer to them!

1, intuitive method

Using objects, pictures, tables, schematic diagrams, symbols, formulas and other auxiliary means, it is easier for students to understand and master abstract definitions as concrete image diagrams.

For example, when explaining the directional complement, you can use simple strokes to draw houses, stairs and people to express "coming in, going out, going in, coming out, coming up, going up, coming down, going down" and so on.

2. Situational introduction method

The teacher leads out the grammar points by setting specific situations, asking questions, showing pictures and telling stories.

For example, in this class, we are going to learn the word "finish". When the teacher came into the classroom, he asked a student: Did the teacher come yesterday? Student: He didn't come yesterday.

Teacher: Oh, he didn't come yesterday. Xxx, where did you go yesterday? This kind of small talk is actually intentional, paving the way for the teaching of this grammar point.

3. Context teaching method

Grammatical rules are abstracted from typical contexts. It is better to go back to the context and let the students discover and summarize the grammar rules themselves in the real context, so as to master the grammar knowledge. Therefore, we can use context or create context in the teaching process.

Take adverbs for example. Adverbs are abstract in meaning. Their meaning is reflected in the relationship with other components in the sentence and before and after the sentence, and in the relationship between the content of the sentence and the speaker's attitude. For example, the word "simplicity" is often used to emphasize that a certain situation or state has reached a high level and contains exaggerated tone. However, without explaining the subjective attitude of the speaker and the actor, we can't fully reveal why it has an emphasis and exaggerated tone. For example, "my mother is always nagging me about finding someone, and this time I heard that someone would introduce me." I just don't know how to dress me up. " This sentence shows that "mom" is anxious to find someone for me every day, and her emphasis on "simplicity" and exaggerated tone are highlighted.

4. Contrastive teaching method

(1) Comparison of Chinese and Foreign Languages

I met her near the bookstore yesterday afternoon. I met her near the bookstore yesterday afternoon.

Guide students to observe the differences of adverbial positions in Chinese and English sentences.

⑵ Chinese internal contrast

Through the comparison of the above Chinese sentence patterns, guide students to understand that "a little" is often used for unsatisfactory things, and adjectives after "comparison" can mean good or bad.

(3) Comparison of old and new knowledge

You can compare doubts before explaining. For example, in the usage of the first clause of a compound sentence, when the verb is preceded by "a", instead of directly listing the complete example sentences, two groups of phrases are written on the blackboard:

Find someone, open the door, find someone, open the door.

Then ask the students to think: Do the two phrases in each group have the same meaning? Do you use the same words when making sentences? Then, the teacher added this phrase further:

Martin wants to ask someone how to get to Beijing.

When Martin asks others, he knows the way to Beijing Road. I opened the door to see who would come to see me.

I opened the door and saw Xiaoyu had come to see me.

Finally, inspire students to sum up: the former is followed by the content of "asking" or "seeing"; The latter is followed by the result of "asking" or the situation discovered after "watching".

5. Activity teaching method

For example, practice the "ba" sentence, and review the vocabulary such as room name and furniture name. The teacher first shows pictures of all kinds of furniture (including some household appliances), so that students can take one and stick it on the blackboard. Then write the name of the furniture at the bottom of the picture. Such as: desks, chairs, sofas, dining tables, beds, wardrobes, washing machines, refrigerators, televisions, etc. When students can't write, teachers can help them write and memorize pinyin.

Then the teacher shows a set of sectional drawings of the house and asks the students to name the rooms, such as living room, bedroom, kitchen and study.

Then the teacher asked the students to assume that they were the owners of the house, and now they instructed the workers of the moving company to arrange the furniture. Use sentences like "please put xx". Teachers can ask student A to guide the workers to move the furniture to the appropriate room first, and then ask student B to further guide the workers to put the furniture in the appropriate position in the room.

6. Intelligence game teaching method

For example, practice the "Ba" sentence, focusing on the sentence pattern of "S+ first (later)+Ba +O+ belt (transportation, delivery)+past (coming)".

(1) The teacher prepares three pictures of a tiger, a pig and a basket of sweet potatoes. (2) The teacher told the students:

A farmer took a tiger, a pig and a basket of sweet potatoes to the market. When they came to the river, the farmer rented a boat. Because the boat is very small, farmers can only take one animal or sweet potato across the river at a time. Take the tiger first, and the pigs left on the shore will eat sweet potatoes; If you bring the sweet potato first, the tiger will eat the pig. How can farmers carry all three things across the river?

The teacher divided the students into several groups for discussion. The team that finds the solution first and correctly describes the whole process with the word "ba" will win.

7, deductive method

Show the grammar rules first, and then illustrate them with examples, so that students can replace, generate and expand themselves. The usual practice is to boil down the grammar rules into several sentence patterns, concretize the sentence patterns into some example sentences, let students get in touch with the example sentences first, and then let them master them through imitation, analogy, substitution and practice.

For example, when talking about the "bi" sentence, the teacher can first give the adjective in the format of 1: A is better than B+.

Such as "he is taller than me"; "Today is hotter than yesterday"; "This dress is more expensive than that one"; And guide the students to make their own sentences.

Give the second format: A is better than B+ adjective+complement.

Such as "he is a little taller than me"; "He is much taller than me"; "He is taller than me12 cm"; Wait, guide the students to make sentences. Then other forms of "bi" sentences and negative formats are given.

8. Induction

First, show a certain number of examples (not too few) and do a lot of exercises, then guide students to sum up grammar rules and deduce representative grammar structure formulas when necessary.

9. Combination of deduction and induction

Firstly, the grammar rules are briefly revealed by deduction, then through a lot of practice, the grammar rules are mastered initially, and then further summarized to deepen the understanding of the rules.

;