Teaching Chinese as a Foreign Language: Experiential Teaching, Cultural Communication, Cultural Identity, and Teaching Innovation

Abstract

The steady advancement of international Chinese education has made the teaching of Chinese as a foreign language an important carrier for the external communication of Chinese culture. At this stage, college TCFL teaching generally focuses on language skill training while neglecting immersive cultural experience. The rigid teaching modes and fragmented cultural content prevent foreign learners from fully grasping the core connotation of Chinese culture and tend to form one-sided and stereotyped cultural perceptions. From the perspective of experiential teaching, this paper combines the characteristics of cross-cultural cognition and constructs an integrated in-class and out-of-class teaching model from three aspects: innovative classroom carriers, Chinese story narration, and extracurricular scenario immersion, so as to explore innovative paths for Chinese cultural communication in TCFL. The research verifies that immersive experiential teaching can break cross-cultural cognitive barriers and promote foreign learners’ transformation from superficial cultural perception to in-depth value identification, providing practical references for the optimization of TCFL teaching and the international communication of Chinese culture.