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With China's rapid economic development and continuous improvement of the comprehensive national strength, more and more foreigners choose to study in China, working, living, and so improve the quality of life and interpersonal skills in China one of the most important means of learning Chinese. As a result, teaching Chinese as a foreign language in recent years, rapid development, which is not only manifested in the rapid growth of the Confucius Institute abroad, but also the performance of rapid warming in the domestic various forms of Chinese as a foreign language teaching and learning activities, in order to meet the growing Chinese As the demand for foreign language learning. Currently, the form of teaching Chinese as a foreign language in China are mainly two types: the collective teaching of the classroom and one-to-one or one-on-two individual teaching. These two forms of teaching to meet the learning needs of foreigners with different learning purposes. From the Chinese as a foreign language teaching, both teaching forms co-exist and complement each other, promote each other. However, the vast majority of people are concerned about classroom teaching, because it not only has a certain scale of teaching, classroom learning atmosphere, but also easy to form the group's cohesion. Even so, we can not ignore those loose, individual counseling, the presence of one-to-one teaching. After all, many teachers are not only engaged in classroom activities, and also engaged in individual teaching activities, they often need to convert the two teaching mode. Based on the summary of classroom teaching and individual teaching theory research, the selection of teaching classes and individual tuition students for the study, using interviews and classroom observation, respectively, from the object of teaching learning purpose, motivation, teaching methods and other aspects of analysis, draw two kinds of teaching mode, each teaching characteristics, and analysis of these characteristics, summarized, summarize, find out the character and individuality that exists between the two teaching mode to explore depending on The object is the best way for Chinese as a Foreign Language. Individual students and foreign students of teaching experience, Donghua University International College classes were selected as the representative case, through a comparative analysis of the actual teaching methods and the characteristics of the two different modes, to explain and demonstrate classroom teaching strategies to cope with differences and individual instruction, and on this basis: that foreign language teachers depending on the teaching mode to adjust their teaching ideas and teaching methods to accommodate the learning needs of students, improve teaching quality and teaching effect. Thesis consists of five parts, the origin and purpose of the study of the first chapter introduces the topics of a general overview of the current research status of the teaching of Chinese as a foreign language on the purpose and significance of the topic; Chapters II and III analysis of two teaching mode strengths and weaknesses, and the characteristics of the two teaching model summarized; fourth chapter describes two specific cases teaching mode characteristics; Chapter in front of specific cases with the theoretical analysis combined on the basis of the analysis of two teaching mode demands on teachers engaged in a different mode of teaching Chinese as a foreign language teacher to provide the necessary inspiration and reference.
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