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Taiwan’s Chinese Language Development and the Creation of Language Teaching Analysis Cheng-Hui Tsai1,* ,Chuan-Po Wang2 1Department of Chinese Literature, National Taiwan University, Taiwan 2Department of Industrial Design, National Cheng Kung University, Taiwan Copyright © 2015 Horizon Research Publishing All rights reserved. Abstract Chinese Teaching in Taiwan in recent years in the international trend of development, making at all levels response to the international trend of development, making of Chinese language teaching in full swing, "Chinese at all levels of Chinese language teaching in full swing, for teaching Chinese teaching has always been not originally to the recent boom in Chinese language teaching, many life language teaching, emphasizing academic theory, but overseas Chinese language learning for children also had a will focus attention on teaching and learning practices. "(Zhu passion while actively learning Chinese language, and even Jinghua, 2006) Therefore, in addition to its core issues of many overseas ethnic Chinese children to learn Chinese Chinese language teaching materials compiled, teaching language and went oceans, arrived in Taiwan to learn tests, language teaching theory and application, curriculum Mandarin. This study presents the Chinese language design application, psycholinguistics and language teaching, the definition is as "Chinese" as the Chinese acquisition, overseas markets, corpus and language teaching, language and voice, and "Chinese" is for the Chinese computer and Internet instruction, reading and writing, literature and culture; therefore will combine "cultural listening and speaking ...... and other aspects have yet points" "language spots"; coherent development into a diversified and all-round development, but the integration "Chinese Language Line "; then woven into a" Chinese between the Chinese language teaching and other school language teaching face "; Finally, integration into the world," door, by "Chinese language curriculum integration network" Chinese language curriculum integration network. " The bring out the learners 'radioactive thinking "(Sun Yi Xin, integration of language teaching in China, among other 2002.10), as Albert Einstein once said:" imagination is more disciplines, is very important for Chinese language teaching important than knowledge ", and to cultivate learners' active essence. Research will examine the views discussed learning ',' win-win thinking "," Zhibi solution has "," "Chinese language integration courses" to carry out, how to integration synergies "," constantly updated "...... and so on make a solid foundation for Chinese language teaching high-performance learning habits ( ‧ Sean Covey Sean language skills, you can make the Chinese language teaching Covey), is the essence of Chinese language teaching is very to deepen the connotation of Chinese literature, culture, important. society, history ...... so, even indigenous multi-ethnic ...... For the development trend of the global Chinese language and other related courses, either in Taiwan or overseas teaching, in terms of the digital era "information explosion" Chinese language teaching of foreign learners begin to is required to construct the future trend will be faced with experience the multicultural make baptism as the goal, and "Chinese language integration courses" to carry out then deep essence and mystery of Chinese culture for diversification, "Chinese language teaching is both art and thousands of years at the world, creating new culture of science. the most important;. it is a separate discipline, is "diversity of thinking," and a full range of "polygonal both refined and exclusive knowledge we have a learning" to make "cultural communities" international responsibility to make Chinese teaching excellence and not exchanges bring out the bright spark of a new era. biased in the right direction "(Zhao Zhichao, 2005) due to the Keywords Chinese Language Curriculum Integration, very different Chinese language teaching in other subjects Multiculturalism, Pluralism Thinking, Polygonal Learning, unique place, that is for its "cross-cultural subjects" Ethnic Culture perspectives in teaching history is bound to face broad and deep in other disciplines. Therefore, I will propose the Chinese language teaching, the definition is as "Chinese" as the Chinese language and voice, and "Chinese" is for the Chinese Literature and Culture, "from the point of view of 1. Introduction teaching, teaching Chinese language really can not deviate Chinese Teaching in Taiwan in recent years in response to from cultural factors regardless, however, over the years, many experts put forward various theories about the Chinese be inspired to conduct themselves in society, gradually language teaching and insights from different angles at training objectives of moral education." (Lin Xu Xing, different levels, ...... on the whole, Chinese culture and 1988.12) global blowing an "East Wind "boom, and Chinese Chinese language teaching in interactive question raised on language teaching, is as one of the two sides complement the less. "(Wang Yongbing, 1995) so the new perspective by each other," foreign learners in the learning of foreign the author in this study Chinese language teaching, the language, language knowledge and cultural knowledge proposed "language point" binding "cultural points"; should be the same important.. "(Huang Miriam, 1996) in coherent development into a "Chinese Language line"; then other words, namely" learning a second language and a woven into a "Chinese language teaching face"; finally second culture must keep pace. "(Lin Yihua, 2005) Edward integration into the world, "Chinese language curriculum said in" Orientalism ", the once said," conscious humanism, integration network." Therefore, Chinese language teaching "the most important thing is the human" individual actions will eventually build a new culture of "diversity of thinking," "and" body "Chinese language teaching in relation to itself, and a full range of "polygonal Learning ', so that the namely the West in the eyes of new Oriental, and Oriental, international" ethnic culture "has a diverse mix of the Global Chinese world, by individual action symbolizes opportunity. the new trend of the evolution of body conscious, bilingual The recent boom in Chinese language teaching, many teaching Chinese language which was proposed in this paper overseas Chinese language learning for children also had a and Multiculturalism the new trend. passion while actively learning Chinese language, and even many Chinese children lived in overseas for Chinese language learning to arrive in Taiwan, "Chinese is a just the 2. The Bilingual Teaching emotional and cultural needs of the language, it is a clear understanding of their own national identity and self-esteem For Chinese language teaching "bilingual education", the of the basic tools." (Lee Kuan Yew, 1990) However, most important aspect is the "cross-language teaching", cross-cultural study of overseas Chinese children across time "important concepts of teaching vocabulary: words and and space generated overseas, but it cultural barriers arising culture have an important relationship, culture is often due to temporal and spatial distance leaving the frustration displayed in the language." (Zhu Jinghua, 2006) how to cross felt. (Zhou Ping, 1994.12.27-30) Therefore, this Chinese language vocabulary teaching process, through the language teaching "cross-cultural issues" has become an translation conveys "thinking distance"? "Generally important topic of discussion, "a problem nowadays as a speaking, in the same language as the mother tongue of the Foreign Language teachers often talk about is how to nation must have the same culture when different ethnic integrate language and culture." (Zhou Zhiping , 2005) relations, apart from the language differences make them Taiwan and China in the eighties trend affecting language feel very troubled, the cultural differences even more "Oriental hot" in the international community, has attracted headaches." (Huang instrument, 1996) related topics This is scholarly attention. "In recent years, many language teachers called "cross-cultural communication" (Zhang accounted for and academics are keen to discuss the issue of language one, 1996.1) produced, so how authentic presentation teaching and culture combines teaching, this paper, on the bilingual spans "cultural divide", making teaching across Chinese language teaching profession, at least in the early "languages era, cultural differences on the region. "and 1980s there have been." (Bi Following Wan , Zhang Dexin, truthfully only be interpreted as true? "The relationship 1994) in recent years, the concept of globalization, global between culture and second language teaching, in recent village, making Chinese language teaching, learning trend is years there has been many linguists working on this aspect." sweeping the West. (Bu Ai Ying, 1995) because the language is anytime, Since the twentieth century's most distinguished cultural anywhere, ever-changing transformation, such as the critic last years scholars, international political observers, founder of modern linguistics Saussure said: and post-colonial thought opener, "Edward said," (Edward, Whenever language is everybody's business, it is popular Edward said Edward W.Said) in "Orientalism" in the among the general public, for the public use, all the people "post-colonial" discussion, and Gramsci's "cultural all day using it, ...... "language" is both
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