Let's talk about the conclusion first: Chinese textbooks are not impossible to use, but they are not easy to use. So what textbooks do Chinese children use to learn Chinese? Sinobus' pinyin course combines the animation game "Pinyin Planet Travel Notes" to learn single vowels, complex vowels, initials, etc., from exploration and discovery to integration; Chinese stories will lead children to experience Chinese culture with a lively and lively course, and stimulate children's interest in learning. While enriching vocabulary and increasing knowledge, students can understand the principles of dealing with others and appreciate the charm of Chinese language and characters.
The People's Education Edition "Chinese", the Suzhou Education Edition "Chinese", and the latest ministry editions, there is no doubt that they are all Chinese education and teaching experts, integrating wisdom and knowledge, educational theory and teaching experience, and are specially designed for Chinese students, which is a well-written, high-quality textbook for learning Chinese well.
Such a good Chinese textbook, how about teaching foreigners to learn Chinese?
There is no need to explain, everyone understands that it is definitely not possible, because the teaching objects of Chinese classes are different.
When foreigners learn Chinese, they are learning a "foreign language", which is of course different from students whose native language is Chinese.
The syllabus for primary schools in China clearly states that the purpose of Chinese teaching is to enable students to correctly understand and use the language of the motherland, and to carry out ideological and political education in the process of listening, speaking, reading and writing training.
Immigrating overseas, naturally, children are educated in local schools with other children.
Whether parents are willing or not, the native language of overseas children will not be Chinese, but the local language.
Even if parents can insist on speaking Chinese with their children and provide them with a small family Chinese environment, the content is often limited to daily communication, and cannot be compared with the colorful Chinese environment that children of the same age live in.
The training that overseas children receive in Chinese listening, speaking and vocabulary is far from the natural accumulation of Chinese children.
Chinese elementary school students have at least one Chinese class every day. Also, spend a lot of time on homework. In the overseas weekend Chinese school, there are only one or two lessons per week. Not to mention the lack of Chinese environment for overseas children's literacy, writing and reading obstacles.
After moving overseas, not only is the child's Chinese required to match the Chinese language, but he can only spend one-fourth or one-fifth of the study time to learn.
In learning, we must pay attention to suitability, and blindly pursuing high standards and strict requirements away from reality will only dampen children's interest and enthusiasm in learning.
