When teaching Chinese courses in China, many teachers have all kinds of teaching approaches to meet the requirements of students who are learning Chinese in China. One teacher concluded a useful teaching method named “importing” in her teaching practice, which has been used in a group of students who are having Chinese courses in China.
In her teaching practice the teacher who teaches Chinese courses in China designed a sentence with one vacancy according to the content of the new knowledge and asked students to fill the blank and replace the word with the language points they had already learnt in their Chinese courses in China. The teacher gave some prompts according to the practical situation and imported the new word at last.
Through the practice of teaching Chinese courses in China, it has been proved that this kind of teaching approach can review and solidify the words they have learnt, cultivate students who are learning Chinese in China to master a certain grammar components expertly and complete learning new things easily in active classroom atmosphere. Here are some other examples of teaching practice with this teaching approach.
Example one: 渴望
The teacher of Chinese courses in China wrote the following sentence on the blackboard and asked students to fill the blanks with proper words.
每个人都_______自己学好汉语，找到好工作。
Students: 希望……
The teacher wrote on the blackboard and reviewed the usage of “希望” which has been taught in the Chinese courses in China.
Teacher: if it is“迫切地希望，非常希望“，how to say it?
Students thought about it and answered.
The teacher then wrote “渴望” on the blackboard and started teaching.
Example Two: when teaching the word人家in the Chinese courses in China, one teacher also used importing approach.
The teacher wrote down the following sentence on the blackboard and asked students to fill the blanks with pronoun:
你做自己的事，______的事你别管。
Students: 我，我们/ 他、他们、她、她们/ 别人
The teacher provided the specific contexts and wrote on the blackboard, as well as asked students to choose the three groups of pronouns above to fill the blanks:
1) 哥哥：小丽，你怎么又不学习了？
小丽：你做自己的事，我的事你别管。
2）小丽：哥哥，这么晚了，你让姐姐别去了。
哥哥：你做自己的事，她的事你别管。
3）小丽：哥哥，外面那些人怎么又吵架了？
哥哥：你做自己的事，别人的事你别管。
The teacher then replaced ”我、她、别人“in the above sentence with “人家“ and wrote on the blackboard to start teaching.
Example three: to let students learn the usage of都……了 when teaching Chinese courses in China, the teacher wrote down the following sentences on the blackboard and asked students to fill in the blanks in proper words.
____十二点了，快睡吧。
——二十岁了，自己的事情应该自己做了。
——五个了，别再拿了。
Students: 已经……
The teacher replace “已经”with “都”and imported the grammar sentence.
都十二点了，快睡吧。
都二十岁了，自己的事情应该自己做了。
The teacher then started teaching “都……了”.