This thesis aims to deeply explore the effectiveness of oral Chinese teaching for children in non-Chinese-speaking families. Through thorough investigation, it reveals the current status and influencing factors of oral expression in children's Chinese as a second language (CSL) learning. It finds that traditional teaching methods fail to meet the needs of children's CSL oral learning, especially in developing oral expression skills. This establishes the necessity of home-based oral Chinese teaching for children. Consequently, an innovative teaching model, the 4+3+SCI (4+3+Sustainable Comprehensible Input), is proposed and implemented. This model combines three teaching elements selected based on a children's language corpus—nursery rhymes, graded picture books, and cartoons—along with scientific planning. Through four meticulously planned stages, it continuously integrates "oral output and expression" with situational communication, emotional interaction, and comprehensible input theories of second language acquisition. This provides children from non-Chinese-speaking countries with a more comprehensive, engaging, and effective Chinese learning environment. In Chapter One, through a survey-based research approach, the current state of children's CSL learning is thoroughly examined, revealing issues in oral expression and analyzing the influencing factors. The analysis indicates that traditional teaching methods fail to meet the needs of children's CSL learning, particularly in developing oral expression skills. Children commonly exhibit significant deficiencies in listening, vocabulary richness, and interest in expression. Therefore, it is necessary to explore a more systematic, scientific, and easily implementable home-based teaching model to improve children's oral expression proficiency in Chinese as a second language. Chapter Two introduces the concept of the "4+3+SCI Model," detailing the design principles and specific implementation methods for each element. This model aims to create a more positive, interactive, and immersive learning experience in home-based oral Chinese teaching for children as a second language by incorporating diverse teaching materials and fostering family involvement and emotional interaction. The design of this model seeks to promote children's overall development by integrating multimedia resources such as nursery rhymes, picture books, and cartoons with oral expression, situational communication, and emotional interaction. Chapter Three details the experimental part of the "4+3+SCI Model." In this experiment, a comparative study was conducted between children from experimental group families, who followed the "4+3+SCI" model, and children from the control group, who followed regular school teaching methods. The experimental group received instruction according to the "4+3+SCI" model, while the control group followed conventional school teaching methods. Through regular observations, routine assessments, interviews, periodic horizontal comparative assessments, and longitudinal comparisons across the four stages of the experimental group, extensive oral output data of children's Chinese as a second language were collected. This data is then analyzed in-depth to evaluate the effectiveness of the model in practical application. Chapter Four presents an in-depth analysis of the experimental results, discussing the advantages and limitations of the "4+3+SCI" model in improving children's oral Chinese proficiency. By combining the improvement in the oral expression abilities, situational communication, and emotional interaction of the children involved, a quantitative analysis of the output data from the comparative assessments is conducted. This analysis verifies the practical feasibility of the model in a home environment. Additionally, the chapter delves into the issues encountered during the experiment and potential areas for improvement, offering suggestions for future research. The study aims to provide an innovative model and empirical research reference for home-based oral Chinese teaching for children as a second language. This study not only innovates a home-based oral Chinese teaching model for children as a second language in practice but also provides robust theoretical support for children's language learning. By integrating surveys, theoretical analysis, model construction, and empirical research, it contributes new perspectives and insights to the theory and practice of Chinese language teaching.
本论文旨在深入探讨母语非汉语家庭儿童汉语口语教学的有效性，并通过深入调查揭示儿童汉语二语学习在口语表达方面的现状及其影响因素，发现传统教学难以满足儿童二语口语学习的需要，尤其在口语表达能力的培养上存在明显不足，确定儿童汉语二语口语家庭教学的必要性，据此提出并实施了一种创新的教学模式——4+3+SCI（4+3+Sustainable Comprehensible Input）。该模式旨在结合基于儿童语料库所筛选的三种教学元素，即儿歌、分级绘本、动画片并配合以科学的规划等，通过四个阶段有精密规划的学习，不断将“口语输出和表达”与情境交流、情感互动以及可理解输入等儿童二语习得理论相融合，为母语非汉语国家儿童提供更全面、有趣且有效的汉语学习环境。第一章通过调查研究的方式，深入了解儿童汉二语学习的现状，揭示了其在口语表达方面存在的问题，分析其影响因素。通过分析发现传统的教学方式难以满足儿童汉语二语学习的需要，尤其在口语表达能力的培养方面，儿童普遍存在听力、词句丰富度、表达兴趣等方面明显的不足。因此，有必要探索一种更为系统、科学和易操作的家庭教学模式，以提高儿童的汉语二语口语表达水平。第二章提出了“4+3+SCI模式”的设想，详细阐述了每个元素的设计理念和具体操作方式。该模式通过引入丰富多样的教材，结合家庭配合及情感交流，力图在儿童汉语二语口语教学中创造更为积极、互动和深入的学习体验。这一模式的设计旨在通过儿歌、绘本、动画片等多媒体教材，以及与口语表达、情境交流和情感互动的结合，促进儿童全面发展。第三章是“4+3+SCI模式”的实验部分。在实验中，选取了实验组家庭教学的个案儿童和对照组学校教学的个案儿童进行对比研究。实验组按照“4+3+SCI”模式进行教学，对照组按照学校常规教学方法。通过定期的观察、各自常规考核和访谈、阶段性横向对比考核以及实验组四阶段的纵向对比等手段，收集了丰富的儿童汉语二语口语输出的语料数据，以深入分析和评估这一模式在实际应用中的效果。第四章对实验结果进行了深入分析，探讨了“4+3+SCI”模式在提高儿童汉语口语水平方面的优势和局限性。通过结合被试儿童的口语表达能力、情境交流和情感互动的改善程度，对个案儿童对比考核的输出语料进行量化分析，验证了该模式在家庭环境中的实际可行性。同时，对实验中出现的问题和改进空间进行了深入思考，为未来的研究提供了一些建议。研究旨在为儿童汉语二语口语家庭教学提供创新的模式和实证研究的参考。这一研究不仅在实践中创新了儿童汉语二语口语家庭教学模式，也为儿童的语言学习提供了有力的理论支持。通过结合调查、理论分析、模式构建和实证研究，为汉语教学领域的理论和实践贡献了新的视角和启示。
