Research on Social Communication of Elementary Chinese Teaching Based on Performed Culture Approach : To Take Kenyatta University as Research Object

基于体演文化教学法的初级汉语社会交往主题教学研究 : 以肯雅塔大学为例

Abstract

This article systematically elaborates Performed Culture Approach through documentary research and teaching mode design on the basic kernel, teaching schemes, and strategies of PCA. The author innovatively conducts the research on the theme of social communication in PCA. Based on teaching scheme design and evaluation of social communication theme during elementary Chinese courses at Kenyatta University of Kenya from teaching object, teaching situation, teaching goal, course organization, implementation process and test evaluation 6 aspects. Chinese courses are divided into FACT theory courses and ACT practice courses. This article analyses teaching effectiveness, raises teaching reflection and suggestion, and guides specific teaching practice. Consequently, the research highlights the great value and significance of social communication in PCA during Chinese-language teaching, and meanwhile, enriches and deepens the research and practice in overseas Chinese teaching and specific theme teaching of PCA. 文章在系统梳理体演文化教学法理论（如基本内核、教学模式、教学策略）的基础上， 创新性地选择了体演文化教学中的社会交往主题进行教学研究，从教学对象、教学情境、教学 目标、课程组织、实施流程及测试评估六个方面对肯尼亚肯雅塔大学初级汉语课中社会交往主 题进行教学设计和评估，将汉语课分为 FACT理论课和 ACT实践课两种课型，深入分析其教 学效果，提出教学反思建议，指导具体的教学实践，从而论证体演文化社会交往主题教学在当 前汉语教学中的价值与意义，以期丰富并深化体演文化教学法在海外汉语教学和具体主题教学 中的研究和实践。