Case Analysis of an Elementary-Level Integrated Chinese Language Class in the Context of Teaching Chinese as a Foreign Language: A Lesson based on “Is This Red Dress Pretty?”

Liran Shi

doi:10.54097/9jpnbd11

Authors

Liran Shi

DOI:

https://doi.org/10.54097/9jpnbd11

Keywords:

International Chinese Language Education, Teaching Competence, Elementary Intergrated Chinese Course, Teaching Practce

Abstract

With the evolving concept of cultivating international Chinese language teachers, there has been a shift from an academic research-oriented model to a professionally practice-oriented approach. This transformation requires teachers to not only focus on instruction but also actively observe and analyze exemplary teaching cases, which is particularly valuable for novice Chinese language teachers entering the profession. This paper takes a teaching video of an elementary integrated Chinese class delivered by Professor Shen Hongdan of Beijing Language and Culture University as the research subject. Through classroom observation, the case is systematically analyzed in conjunction with theories of second language acquisition and instructional strategies, aiming to identify strengths and areas for improvement to enhance teaching effectiveness. The paper is structured into four main parts: the first part introduces the course background; the second part serves as the introduction; the third part provides a detailed narrative and analysis of the case, covering six aspects-classroom organization, review and assessment, vocabulary instruction, grammar teaching, text instruction, and homework assignment; the fourth part summarizes pedagogical insights and reflections. This study seeks to explore practical experience and teaching strategies through the observation and analysis of exemplary lessons, offering actionable ideas and methodologies for international Chinese teachers-especially beginners-to enhance their competence and professional development in integrated Chinese instruction.

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References

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