The Verificatioin of 『Chinese Teaching Method』 Class Effectiveness by Observational Evaluation

In recent years, with the continuous development of the society, the boom of global Chinese learning has flourished. The teaching and research of Chinese as a foreign language has received much attention. In order to explore the effective teaching methods in oral Chinese, to stimulate foreign students’ love of learning Chinese, and to increase their interest and motivation in learning Chinese, a new teaching model-BOPPPS teaching model emerges and is widely welcomed by the students. The author explores how to apply the BOPPPS model in teaching of oral Chinese as a foreign language, providing a new teaching method in oral Chinese teaching. The study finds that the BOPPPS model can improve the efficiency and effectiveness of the oral Chinese teaching, mobilize international students’ enthusiasm for learning Chinese and improve their academic performance, make teachers more clear about the teaching purpose and requirements, and help the students be more clear about the learning goals.

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IMPLEMENTING DUBBING MUTED VIDEO IN SPEAKING CLASS

International Journal of Language and Literature ◽

10.23887/ijll.v2i2.16095 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

IGYA Putra ◽

NN Padmadewi ◽

GAP Suprianti

Keyword(s):

Teaching Method ◽

Sampling Technique ◽

Control Group ◽

Test Analysis ◽

Post Test ◽

Method Class ◽

The Mean ◽

Academic Year ◽

Experimental Group ◽

Better Than

This Experimental study was aimed at finding out the significant effect of Dubbing Muted Video on the speaking achievement of the eleventh grade students of SMK N 3 Singaraja in academic year of 2015/2016. Post-test only control group was the design of this study. The population of this study was all eleventh grade students of SMK N 3 Singaraja consisted of 108 students and distributed into 4 classes. Cluster random sampling technique was used in order to define which class selected as control group and which class selected as experimental group. Class IX TKJ 2 class was selected as the experimental group, then it was taught by using Dubbing Muted Video method. Meanwhile, Class IX TKJ 1 was selected as the control group, then it was taught by PPP teaching method. Class IX TKJ 2 consisted of 28 students and Class IX TKJ 1 consisted of 27 students. The result of data analysis showed that the students who were taught by Dubbing Muted Video performed better than those who were taught by PPP teaching method. The descriptive statistic analysis result of the students’ speaking achievement showed that the mean score of control group was 77.85, while the experiment group was 83.11 . The result of t-test analysis of the tobswas 2.054 it was higher than the value of the tcv at 2.005 It means that the there is significant effect of Dubbing Muted Video on the students’ speaking achievement.

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Cultivating Moral Competence of Chinese Undergraduates with KMDD-Sessions

ETHICS IN PROGRESS ◽

10.14746/eip.2013.1.4 ◽

2013 ◽

Vol 4 (1) ◽

pp. 48-56

Author(s):

Jing Zhang

Keyword(s):

Moral Judgment ◽

Teaching Method ◽

Guangdong Province ◽

Future Application ◽

Moral Competence ◽

Chinese Teaching ◽

Chinese Undergraduates

This study describes the results of interventions with the Konstanz Method of Dilemma Discussion (KMDD) by Georg Lind, with 89 economics undergraduate participants sampled from Guangdong province. The participants’ mean C-score in the Moral Judgment Test increased only a little because of the teacher’s little experience in using KMDD, but otherwise the intervention produced good results: the participants showed great interest in KMDD although this teaching method is very different from the typical Chinese teaching, and they enjoyed the KMDD-sessions and the classroom atmosphere created through it. Students’ feedback will be useful for future application and research on KMDD in China.

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