Analysis and Suggestions on the Application of Chinese Classroom Teaching Methods for American Early Childhood Children

Abstract

With the continuous rise of China’s comprehensive national strength, international Chinese language education is booming. In the United States, many public and private institutes have launched Chinese language teaching courses. Through more than a year of teaching in American early childhood institutes and using questionnaire methods for investigation and research, the author analyzed the intuitive teaching method, TPR (Total Physical Response) teaching method (also known as systemic response method), game teaching method, listening and speaking teaching method, and nursery rhyme teaching method commonly used in Chinese language classes in American early childhood institutes. Based on this, several suggestions for the application of Chinese classroom teaching methods for American early childhood children are proposed. First, the transformation of educational concepts is the basic prerequisite for improving learning eff ectiveness. The fl exible use of teaching methods is an important means to improve teaching effectiveness. Thirdly, a reasonable and effective incentive mechanism is a powerful driving force for improving teaching effectiveness. Fourth, excellent and beautiful cultural display is a long-term guarantee for improving teaching effectiveness. It is intended to serve as a reference for Chinese language international education teachers, volunteers, and other overseas Chinese language teaching personnel engaged in early childhood education.