What should be taught first in teaching Chinese as a foreign language, and what should be taught in

Words that are used and used on a daily basis are taught. Such as greetings, thank you, how much money, numbers, etc. Pinyin is taught in the second half of each lesson.

Pinyin words are difficult first: initials: double lips, "in the tip of the tongue", "the root of the tongue (the first three pay attention to the clear change of English voiced sounds in Chinese", "before the tip of the tongue", "after the tip of the tongue", the tongue surface.

Finals: "Single Finals" "Opening Double Finals" "Teeth and Mouths Calling Double Finals" "Nasal Finals" Other Compound Finals. (Southeast Asian students need to strengthen the recognition of IA and IE, Japan and South Korea should pay attention to RL reading, and students from Europe, America and Southeast Asia should pay attention to the ...... of voiced pronunciation.)That's all I can think of for the time being).

Tones: 55 51 35 214 (212 or 211).

In the early stage, pay attention to more practice, sentence structure teaching method is the mainstay, it is not appropriate to talk too much grammar, but it is best to have some contact (such as parts of speech, etc.).

That's all, I'm still a student, and I don't have much experience.

There are textbooks, and they come according to the textbooks. The corresponding curriculum in formal schools has a syllabus, which is taught according to the syllabus, to be exact. Not taken for granted.

There are systematic teaching methods, at first glance, you are unprofessional, first find a school to experience the real teaching of Chinese as a foreign language, so that you have an idea, and now there is a Changchun Rusen Chinese School of Chinese teaching experience class**You are looking for it.

Of course, Hanyu Pinyin should be taught first, otherwise many teachings will not be carried out in the future. You can go to Hanban's official website to see the teaching resources.

The teaching of Chinese as a foreign language should teach Putonghua and standardized Chinese characters, which are described in detail as follows:

1. Introduction to Chinese as a Foreign Language:

1. Chinese as a foreign language is the teaching of Chinese as a foreign language for people of other countries or nationalities whose mother tongue is the mother tongue, also known as Chinese, and the corresponding major is to train Chinese and Chinese teachers of Chinese as a foreign language with high foreign language cultural accomplishment and can use foreign language as the working language for colleges and universities, and to train tour guides and Chinese talents for tourism and various foreign-related departments, and to teach Chinese as a second language.

2. Teaching Chinese as a foreign language is the cause of the country and the nation, and an integral part of the overall situation of the country's reform and opening up. The development of teaching Chinese as a foreign language is of great strategic significance for promoting the Chinese language to the world, disseminating the excellent culture of the Chinese nation, enhancing mutual understanding and friendship between the people of China and other countries in the world, cultivating more people friendly to China, expanding economic, cultural, linguistic and other exchanges and cooperation between China and other countries in the world, and enhancing the influence of the Chinese language in the international community.

Second, the construction of the cave hunger training process:

1. The cause of teaching Chinese as a foreign language in China began in 1950. In that year, Tsinghua University prepared to establish a special course in Chinese and Chinese for exchange students from Eastern Europe, and received the first batch of foreign students from New China.

2. This is the first institution in China that specializes in teaching Chinese as a foreign language. In 1952, according to the agreement, the famous linguist Xi and others went to Bulgaria for the first time to teach Chinese, which was the beginning of China's dispatch of teachers overseas to teach Chinese after liberation.

The methods of teaching Chinese as a foreign language are as follows:

1. Teaching aids auxiliary method.

2. Word card review: write Chinese characters on the front of the card, and write pinyin on the back. There are also certain skills in the use of word cards, such as forming sentences from words, concatenating words into sentences, and using words to make up stories.

5. Personalized teaching aids: choose teaching aids according to the learning content that students are interested in. If students love Chinese calligraphy, teachers can let students experience writing calligraphy in class. But be careful not to take up too much class time, and don't use one method for each class.

2. Interactive drill method.

2. Role-playing: suitable from beginner to intermediate and advanced level. Beginner drill scenarios such as "taxi, ordering", intermediate and advanced such as "interview, blind date", etc.

3. Assign tasks: This method is mainly for intermediate and advanced students, and the difficulty of the tasks should depend on the students' language level. Common ones include: company introduction, research report, topic writing, interviews, etc.

3. Reverse thinking.

1. Vocabulary analysis: According to the language knowledge accumulated by students, students can distinguish synonyms. This method is more suitable for intermediate and advanced students.

2. Student Questions: Let students take the initiative to ask questions, teacher. In the end, of course, it comes back to the students and allows them to talk more.

This helps to discover students' perspectives and points of interest. Deliberately "making things difficult". In order to stimulate students' desire to express themselves, the teacher can deliberately put forward opinions that are contrary to those of the students or ask rhetorical questions.

3. Upgrade expression: guide students to complete the upgrade of expression independently. Try to be a "lazy" teacher and ask students to supplement, generalize, or summarize.

Teaching Chinese as a foreign language is a kind of second language teaching, that is, foreign language teaching.

Teaching Chinese as a foreign language is language teaching. The fundamental task of language teaching is to teach language, so that learners can master Chinese as a communication tool and teach the skills of language use, and language teaching must involve and include certain cultural content, but the cultural factors in teaching Chinese as a foreign language can only be included in language teaching.

Teaching Chinese as a foreign language is a kind of second language teaching. This nature distinguishes the teaching of Chinese as a foreign language from the teaching of Chinese as a mother tongue. The objectives, methods and teaching focus of teaching Chinese as a foreign language are completely different from those of mother tongue teaching.

Teaching Chinese as a foreign language is the teaching of Chinese as a second language. On the one hand, the teaching of Chinese as a foreign language is constrained by the general laws of second language teaching, and on the other hand, by the laws of Chinese itself.

Teaching Chinese as a foreign language is a second language teaching for foreigners. This is different from the teaching of Chinese by ethnic minorities in China. Sufficient attention must be paid to the social, high-level and stupid factors in the teaching of Chinese as a foreign language.

Chinese as a foreign language is also known as Chinese as a foreign language for people of other countries or nationalities whose mother tongue is spoken.

The corresponding majors are to train Chinese and Chinese teachers of Chinese as a foreign language with high foreign language cultural accomplishment and can use foreign language as the working language for colleges and universities, and to train tour guides and Chinese talents for tourism and various foreign-related departments, and to teach Chinese as a second language.

<>A taboo: gushing

Teachers are self-centered, giving special lectures in class, wanting to show what they have learned in their lives to students in just 50 minutes. They speak English, Chinese culture and customs, grammar, etymology, and the subtle differences between words.

Erboo: Yes sir

She never corrects mistakes and rarely corrects students' pronunciation. As long as the sentences spoken to the students are understood, they have to get by. I think that everything will be fine when the student speaks, and I don't care about the accuracy of the four tones, the standardization of syntax, and the appropriateness of the situation.

Three taboos: act as a referee

Although she pointed out the students' mistakes and provided standard answers, she did not give the students a chance to practice again, making the students feel that they were a failure forever.

Four taboos: collective

She asks students questions, but leaves the class collective. In this case, those who indiscriminately fill the number will inevitably get away with it. Teachers can't hear any student who can't speak, so naturally they can't prescribe the right medicine.

Five taboos: favoritism

Although she had a dialogue with the students, she only focused on a few students and in a certain order. Weaker students lose motivation, and some students become distracted and deserted, forming a forgotten corner by the teacher.

Six taboos: laissez-faire

While students work in groups, she stays on the podium. As a result, students lack the supervision of teachers and are in a state of loss of control. There is no inspection and acceptance of the assigned activities, and the next teaching link begins.

Seven taboos: form sentences with words

She asks students to form sentences using the new phrases they teach. It is easy for students to make sentences that are out of place, and teachers cannot predict what problems students will have, which can lead to a state of loss of control.

Eight taboos: chasing fashion

She is keen on curiosity, teaching fashionable and popular sentences, and the local language of the old Beijing hutongs. Forcing students to change their southern accents with the ultimate goal of mastering the pronunciation of children.

Nine taboos: only evaluate and do not change

When she judges homework and exams, she only gives grades, does not provide correct answers, does not assign students to correct mistakes, and does not check students' corrections.

Ten taboos: political mistakes

Religious beliefs. Political leanings.

Racial issues. Skin color problems.

Health problems. Private issues.

Dress code. Hairstyle problems.

Sexual Orientation Problems (GLBTQ).

Eleven taboos: Talking nonsense

School Leaders. Colleague relationships.

Chinese textbooks. Students in his class.

12 taboos: confusing relationships.

On-class and out-of-class.

Business and private matters.

Teachers vs. Students.

Boys and girls.

Chinese vs. non-Chinese.

Foreign cavity and earth tone.

China and the United States.

Chinese vs. Americans.

Chinese and Chinese.

Chinese and Asian.