Teaching in the Classroom and Theoretical Practice

Author: Yang Huiyuan
Publisher:
Publish Date: 2007-03-01
Features: Reforming teaching and significantly improving teaching quality and efficiency is a top priority in the work of schools at all levels and types, as well as the fundamental purpose and task of educational scientific research. It is also a major challenge that we teachers face and strive to explore. In recent years, Teaching Chinese as a Foreign Language (TCFL) has made substantial progress in both theoretical foundations and teaching practices. However, as an emerging and young discipline, its fundamental theories have not yet reached a mature and comprehensive level. For TCFL to be fully recognized by society, it must develop its own mature and well-established theoretical system. Therefore, we must have a sense of urgency to strengthen scientific research and establish our own disciplinary theoretical framework as soon as possible. Overall, the quality of TCFL teaching is unsatisfactory, and the teaching level remains relatively low. Many insightful individuals have proposed solutions. Some argue that improving the quality of TCFL teaching must first focus on studying the Chinese language itself, which we call the "Ontology Theory." Others believe that the first step should be to study the learning process, which we call the "Acquisition Theory." Still others argue that the focus should be on teaching, which we call the "Teaching Theory." These three different perspectives share a common point: they all believe that scientific research is essential for improving teaching quality. The lies in what research is most directly related to improving teaching quality.