Outcome-Based Teaching Model: A New Way to Teach Chinese Writing as a Foreign Language and Its Positive Results

Abstract

At present, some deep-rooted traditional doctrines and practice in teaching Chinese writing as a foreign language remain unchanged, such as the teaching objectives have been insufficiently achieved, the awareness and attention toward the student-centered and the continuous improvement of teaching are not focused adequately. In the skills of listening, speaking, reading and writing, the college international students' writing ability remains the weakest. On the other hand, the research results of improving the quality of teaching Chinese writing as a foreign language are out of proportion compared with the teaching practice, which is obviously imbalanced. In this paper, Outcome-Based Teaching Model is developed and its positive results demonstrated. Teaching practice revealed that for senior international students and graduate students with a good foundation of Chinese, they were not willing to follow the so-called "template" to write or imitate the "model essays" because they had received sufficient training or had a lot of experience in writing in their universities or the graduate student stages. The current research and preliminary teaching achievements show that Outcome-Based Teaching Model is beneficial for the reform of the deep-rooted traditional doctrines and practice in teaching Chinese writing as a foreign language. OBTM turns the currently prevalent OBE theory into a new practical and operational teaching model, a model of transforming theory into operational method and then into practical application.