BC项目是我国“中外语言交流合作中心”与“英国文化委员会”共同组织的汉语教学项目，服务于英国的基础教育。研究BC项目课堂教学法的使用情况对汉语深度融入英国国民教育体系意义重大。基于此，本文对英国BC项目汉语课堂教学法进行了调查研究，探讨汉语课堂教学法的使用特征，影响因素及存在的问题，并给出了相关建议。

本文采用量性分析与质性分析相结合的调查方法，调查对象为BC项目的汉语教师，通过问卷与访谈来收集数据，使用SPSS20.0软件对问卷数据进行整理和统计分析，MAXQDA质性分析软件对访谈资料进行编码和可视化处理。本文主要得出以下结论：

第一，BC项目汉语课堂教学法具有四个特点。（1）英国BC项目汉语课堂教学法的使用具有多样性和混合性。受汉语教师专业素养的影响，BC项目汉语课堂教学法在传统与革新中混合发展。（2）部分教学法的使用针对性强。例如，语法翻译法、全身反应法的使用率在不同水平学生上变化非常显著；听说法与语音教学、体演文化教学法与文化教学形成了一定的固定组合；语法翻译法、自觉对比法和语文教学方法被当地教师使用得较多，直接法和交际法被志愿者教师使用得较多。（3）部分教学法的使用情况之间有较强的相关性，出现了主题型多元练习模式和目标语言教学模式。（4）教学法的使用受学校类型、教学目标和不同教学对象水平的影响，存在统计学意义上的显著差异。

第二，本文从扎根理论出发，通过开放性编码、主轴编码和选择性编码，构建了英国BC项目汉语课堂教学法影响因素的理论模型。其中，教师作为教学法的实际使用者，是决定性因素，教师会受对教学法的不同掌握度、教学喜好或追求以及教学经验的影响，选择不同的教学法。教学本身和学生因素会影响教师对教学法效果的期待，通过影响教师的教学喜好或追求，来间接影响BC项目汉语课堂教学法的使用。此外，教学本身与学生因素的部分主范畴之间存在交叉影响。

第三，BC项目汉语课堂教学法的使用存在合理性，同时，也存在教学法使用不当、开展受限、教师理论知识不足以及项目培训缺乏针对性这四个普遍问题。这些问题是汉语教学上的隐患，会降低教学法的使用效果和学生的学习积极性等。

最后，根据研究结果，本文对英国BC项目的组织机构和汉语教师分别提出了建议。笔者认为，组织机构应该开展分阶段的、有针对性的培训，构建起BC项目教学资源库，实现资源共享。汉语教师需要重视听课来尽快适应教学环境，善于运用网络资源，而且还要充实自身的教学法理论知识，丰富教学法实践。此外，教师在使用教学法时要注意使用范围，进行多元搭配和分层教学。

The British Council Language Assistants (BC) programme is a Chinese-language teaching program jointly organized by the Center for Language Education and Cooperation and the British Council, which serves basic education in the UK. Studying the use of the teaching method in the BC programme is conducive to promoting the development of Chinese teaching in primary and secondary schools, which is of great significance to the deep integration of Chinese teaching into the British national education system. Based on this, the paper investigates and studies the method of Teaching Chinese as a foreign language (TCFL) in the BC programme, and discusses the characteristics, influencing factors and problems of the method of TCFL.

This paper adopts the survey method of quantitative analysis and qualitative analysis. The survey target is Chinese teachers of BC programme. The author collected data through questionnaires and interviews, using SPSS20.0 software to sort out and statistically analyze questionnaire data, and MAXQDA qualitative analysis software to encode and visualize interview data. This paper mainly draws the following conclusions:

First, the method of TCFL in the BC programme has four characteristics. (1) The use of method of TCFL in the BC programme is mixed. Influenced by the professional quality of Chinese teachers, the method of TCFL in the BC programme is a mixed development of tradition and innovation. (2) The use of some teaching methods is highly targeted, for example, the usage rate of Grammar Translation method and Total Physical Response method, at different levels has changed significantly. The Audio-Lingual method and phonics teaching, the Performed Culture Approach and cultural teaching have formed a certain fixed combination. Grammar Translation method，Conscious-comparative method and Chinese traditional Rote Learning method are used more by local teachers, Direct method and Communicative Language approach are used more by volunteer teachers. (3) There is a strong correlation between the use of some teaching methods. A theme-based multi-practice model and a target language teaching model have emerged. (4) Different school types, teaching objectives and student levels influence the use of methods, and the resulting differences are significant.

Second, based on the grounded theory, the paper constructs a theoretical model of the influencing factors of method of TCFL in the BC programme through open coding, spindle coding and selective coding. The author finds that teacher factor has a decisive influence. Teachers will choose different teaching methods because of different mastery of the teaching method, teaching preferences or pursuits and the influence of teaching experience. The teaching itself and student factors will affect teachers' expectations of the effect of methods, thereby indirectly affecting the use of method of TCFL in the BC programme by influencing teachers' teaching preferences or pursuits. In addition, there is a cross-influence between teaching itself and some of the main categories of student factors.

Third, the use of some teaching methods in the BC programme is reasonable, but at the same time, there are four common problems: insufficient theoretical knowledge of methodology, improper use, limited implementation and lack of pertinence of training. These problems are hidden dangers in Chinese teaching, which will reduce students' enthusiasm for learning.

Finally, based on the research results, the author puts forward suggestions for the organization in the BC programme and Chinese teachers. Organizations should carry out phased and targeted training, also build a BC programme teaching resource library to achieve resource sharing. Chinese teachers need to pay attention to listening to classes to adapt to the teaching environment as soon as possible, be good at using network resources, and enrich the theory and the practice of method of TCFL. In the use of methods, it is necessary to pay attention to the scope of use, multiple collocations and hierarchical teaching.