Teaching Chinese as a Second Language: Curriculum Standards for Beginner Level

Author: Wang Zhonghua
Publisher:
Publish Date: 1999-05-01
Features: Curriculum standards are not isolated individual behaviors; they are actually the concentrated reflection of the professional knowledge, professional abilities, and professional conduct of the teaching group. Our work has received strong support and assistance from leaders at all levels of Beijing Language and Culture University, the School of Chinese, and the Basic Department, as well as from many experts and scholars. Therefore, the achievements of the curriculum standards are the result of everyone's joint efforts and the crystallization of collective wisdom. This book includes three parts:
1. Curriculum Standards. These two parts cover the nature, objectives, content, methods, teaching procedures, and testing of the course. Among them, nature, objectives, content, and methods belong to the essence of the course, while teaching procedures and testing are part of the implementation process. These two parts are closely interconnected and form an organic unity. The nature, objectives, and content sections have strict regulatory properties, meaning they must be strictly adhered to in teaching practice, at least until our understanding undergoes a new leap. Teaching methods, teaching procedures, and testing have greater flexibility, and this part is for reference only.
2. Model Lesson Plans. The greatest characteristic of a lesson plan is its individuality. Providing lesson plan examples is to demonstrate the commonality of lesson plan design, rather than requiring everyone to follow a "model" format. The commonality of lesson plan design is primarily reflected in its purposefulness, scientificity, completeness, proceduralization, and operability. Each lesson plan is accompanied by a lesson plan explanation, intended to clarify the theoretical basis for its design.
3. Research Papers on Curriculum Standards. This part focuses on summarizing experience, elevating widely recognized, effective, and practical experiences to theory, and using them to guide our teaching practice and promote the scientificization and standardization of classroom teaching.