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IMCPI Dynamic and static Interval Approach


IMCPI DSI动静间隔教学法(美国2010


IMCPI201001月份正式发布“Dynamic and static Interval Approach”DSI,动静间隔教学法),这是IMCPIHarvard University合作研究三年后取得的最新教学研究成果。教学实践表明,IMCPI“DSI动静间隔教学法”能够使汉语学习者在知识有效累积量方面提升52%,在掌握汉字的速度和数量方面有非常明显的提高。


Harvard UniversityKerfoot教授是IMCPI研究课题的领导人,也是IMCPI“DSI动静间隔教学法”最初的理论奠基人,他认为当人们开始学习汉语,通过符合学习规律的方式重组汉语知识内容再配合IMCPI Passive Testing ApproachPT,被动测试教学法)和IMCPI Dynamic and static Interval ApproachDSI,动静间隔教学法),将大幅提高学习效率。这意味着学习汉语的时间能有效缩短,汉语学习者通过对语言点的快速掌握能够获得更多成就感,进而激发学习兴趣的自我强化过程,使学习更高效。汉语被联合国教科文组织定义为世界上最难学习的语种之一,因此激发并保持汉语学习者的学习兴趣和主动性是汉语教学人员始终在探索和研究的课题,而新教学法的推出为这一课题的有效解决提供了可靠方案。


附:IMCPI DSIDynamic and static Interval Approach 实验效果论证














IMCPI更多教学法,让你教老外更容易。了解更多资讯,欢迎致电 4007-200-200






IMCPI DSIDynamic and Static Interval Approach(USA 2010)


The Dynamic and Static Interval Approach (DSI), officially launched by International Mandarin Chinese Promotion Institute (IMCPI) in January 2010, has been the latest achievement of IMCPI and Harvard University’s three-year cooperative research. The practice shows that the DSI Approach enables the Chinese language learners to improve the effective accumulation of knowledge by 52%, which also indicates a distinct enhancement in controlling the speed and quantity in Chinese characters’ learning.


Professor Kerfoot in Harvard University is the project leader in IMCPI and the theoretics founder of the DSI Approach. In his opinion, learners should study the related Chinese knowledge in an appropriate way. By combining the IMCPI Passive Testing Approach (PT) and IMCPI DSI Approach, their learning efficiency can be largely improved. Chinese language learners can achieve more by quickly mastering the grammar points within less time. Meanwhile, their interests are wakened. Through self-reinforcement they learn the language in a more efficient way. As a matter of fact, Chinese is defined by UNESCO as one of the most difficult languages in the world. To stimulate and keep the learners’ enthusiasm and initiative are always what the instructional staff attempt to explore and research. Therefore, the new approach provides feasible and reliable ways to deal with the problem.


Attachment: Experimental Argumentation of IMCPI DSIDynamic and static Interval Approach


Experiment Process:

The entire process lasts for seven weeks up to 692 samples of lessons. Data will be analyzed to draw conclusions.

20 experts who had obtained the authentication of IMCPI Lecturers before 2008 would be gathered by IMCPI and divided into two groups. Their mission is to teach Chinese to 10 learners, who are from 6 different countries but with the same Chinese language level.

The learners of Group A are taught by IMCPI DSI Approach while Group B by the traditional way. The teaching results would be evaluated after 60 class periods.


Specific Evaluation Items:

The specific items to be evaluated include the first impression, the teaching playfulness, the willingness to renew and pay the median of the tuition fee, the quantity of appended Chinese characters, the improvement of oral Chinese, the degree of satisfaction during the whole teaching process.


Experiment Results:

The holistic scoring of Group A is 67% higher than that of Group B. In particular, “the willingness to renew” of Group A is averaged in 96% while that of Group B is only 68%. In terms of “the willingness to pay the median of the tuition fee”, Group A’s average value is over $70/hour whilst Group B’s is no more than $35/hour. 


IMCPI更多教学法,让你教老外更容易。了解更多资讯,欢迎致电 4007-200-200