The annual Chinese teaching seminar was held at the Fengcheng Chinese Christian Church (picture)

The annual Chinese teaching seminar was held at the Fengcheng Chinese Christian Church (picture) Game head...

Game head guessing

(Alberta Times Reported by Sun Jianping) From July 28th to 31st, the annual Chinese teaching seminar was held again at the Fengcheng Chinese Christian Church. This time, the teaching lectures given by two experienced and excellent teachers, Fang Lina and Zhang Yiru, selected by the Taiwan Overseas Chinese Affairs Commission, were warmly welcomed by local Chinese teachers. Fang Lina was the former director of the Institute of Chinese Language Teaching at Kaohsiung Normal University and is currently a professor at the Institute of Chinese Language Teaching at National Kaohsiung Normal University. Zhang Yiru is a teacher at the Experimental Primary School affiliated with the National Taiwan Hsinchu University of Education with 23 years of teaching experience. She has given teaching demonstrations many times around the world.

>Teacher Zhang Yiru

Learning Chinese through games is one of the key points emphasized in this teaching seminar. In view of the fact that overseas Chinese children have a hard time learning Chinese, and the teachers who teach Chinese also have a hard time teaching, facing many difficulties, getting twice the result with half the effort and achieving little results, both teachers shared with everyone their years of teaching experience from theory to practice. Teacher Zhang believes that in order to improve the difficulty faced by overseas Chinese students in learning Chinese, teaching activities first need to be constantly innovative, innovative and lively. She introduced a series of course teaching techniques for Happy Learning Chinese. She has designed many creative games. For example, overhead guessing involves pasting words on the top of each student's head, and then looking at each other's words to sort out the order of the sentences. Or remove a word from the sentence and let everyone guess which word is hidden. Another example is bullfighting, where two students are asked to put words on their backs, and the students' hands are placed on top of their heads to serve as horns. Then, everyone says "Bullfighting" together, and the two students try to get behind each other to find and read the words on the other person's back. Sentence rush is a competition between two groups of students to deliver a whisper, requiring the last student to speak the sentence correctly. Chinese character kung fu boxing requires students to perform Chinese boxing in the correct stroke order, and then a classmate can choose to guess what character they are typing. In short, many of the games she designs are designed to stimulate everyone's participation, and she also pays special attention to combining the characteristics of children's different cognitive stages.

Professor Fang Lina Professor Fang explains the design and practice of game grammar teaching. She said that grammar teaching plays an important role and status. Explanation of the rules for selecting words and constructing sentences is not only a key link for students to learn Chinese well, but it also tests the teacher's skills. However, if teachers only spend a lot of time explaining grammar, explaining text examples, focusing on grammar itself, and not paying attention to cultivating students' actual language skills, they will not be able to achieve the goal of allowing students to learn and apply it immediately. Therefore, Professor Fang proposed to choose some teaching forms with greater freedom and strong participation to organize classroom teaching activities. In particular, games are used to organize teaching activities to closely integrate grammar teaching with real situations. For example, the teacher can set up a scenario and have a party. Let students learn and master some sentence patterns that can introduce themselves. "Yes" (I am Chinese), "是" (I am studying Chinese), "有" (I have parents and sisters at home), "在" (I am studying in school), etc. In their speeches, both teachers emphasized that game teaching is to integrate teaching content into various games, and achieve the purpose of learning certain knowledge and abilities through game activities, teaching through fun, so that students can learn knowledge in a relaxed, lively and happy atmosphere. Both men specifically reminded the game to have a clear purpose. Teaching is the content, and games are the form. Games cannot be played for the sake of games. Games must serve knowledge learning and ability improvement. In short, the teaching methods of the two teachers this time are from theory to practice, step by step, explain the profound things in a simple way, cooperate with each other tacitly, and complement each other. Zhang Yiru said that they talk about teaching strategies, outlines, goals, and practical applications. Each lesson is connected and each article is coordinated, so that the content taught is continuously accumulated and deepened, forming a complete and relevant learning system. To this end, she said, they have to discuss every night and modify the teaching plan for the next day. But these days, teachers in Phoenix who have always taken teaching as their responsibility and are used to standing on the podium have become the targets of education. They sit in the classroom like children, listen carefully, play games, do homework, and fill the colorful paper with colored pens. Like children, their homework is posted on the wall, judged, and scored. In addition to the organizer Fengcheng Chinese Christian Church Chinese School, the Chinese schools participating in this seminar also include Fengcheng Chinese School, Feinian Chinese School, Hope Chinese School and some representatives from private and public schools in the United States. More than fifty people participated in this training every day.