近些年来，中国的国际地位举足轻重，在全球“汉语热”仍在继续的形势下，很多留学生特意来中国学习汉语、攻读学位。然而，在中国读MBA的留学生却普遍认为汉语学习时间非常有限，而基础汉语的学习对于其在中国更好地生存、生活又极其重要，因此，如何在较短时间内掌握基础汉语，即生存汉语，便成了对外汉语教学界日益关注的课题。本文以北京师范大学MBA班为例，在基础汉语课的教学实践中运用 “语文分开”教学模式进行教学实验，并通过对学生进行访谈、问卷调查、口语测试及录音等多种方法检验其在“语文分开”教学模式应用下的教学效果。教学过程中多种教学手段相结合，运用演讲、分角色扮演、真实情景体验等进行语言输出，便于学生掌握所学内容。问卷及访谈均表明，学生喜欢“语文分开”教学模式，并肯定此汉语教学模式的高效性，同时大部分学生认为“语”的教学进行24课时后开始“文”的教学较为合理。因此，我们教学初期注重“语”的学习的教学模式符合学生需求。 本文的结构为：第一章绪论中介绍了选题缘由、研究意义、研究对象及研究内容，对“语文分开”、教学模式、基础汉语等概念做了界定；第二章，MBA班“语文分开”教学原则与教学模式，列出了具体的教学原则、操作流程及课程设置，同时说明运用“语文分开”教学模式的具体实施办法；第三章，问卷调查、访谈的实施及结果分析，笔者对问卷及访谈情况做了表格并进行分析，得出学生喜欢“语文分开”教学模式，并且推断出此教学模式的有效性；第四章，MBA班“语文分开”教案与反馈，写了具体的教案、教学模式的实施及教学反馈，进一步证明“语文分开”教学模式对提高留学生汉语水平是十分有效的；第五章是结论和建议，给将来其他采用“语文分开”教学模式的教师提出了切实可行的建议，并对本论文的研究做了反思，明确了不足之处及日后研究应注意的问题；最后结语部分，梳理出本论文的研究脉络的同时概括了“语文分开”教学模式的操作方法及运用此模式的教学效果，并指出此教学模式适用于更广的汉语教学范围。 实践证明，“语文分开”教学模式适合此类期待快速掌握基础汉语的来华留学生。同时，此模式对母语为非汉字圈国家的外国留学生快速提高汉语水平较为有效。希望本论文能为从事汉语教学的教师及学习汉语的来华留学生提供参考和借鉴。

In recent years, China's international position is very important. The global "Chinese hot" is continuing. Many students come to China to study for degrees and learn Chinese. Students who study MBA in China generally think that time for learning Chinese is very limited, while basic Chinese learning is very important for better survival in China. Therefore, how to grasp basic Chinese (Survival Chinese) in a relatively short period of time has become a topic of increasing concern. Taking the MBA class of Beijing Normal University as an example, this paper studies the separate teaching mode of Chinese language and "study language first and study characters later" in practice. This paper uses a variety of methods such as interviews, questionnaires, oral tests and voice recording to check teaching effects by using the teaching mode. Besides, we use variety of teaching methods in class, such as speech, role-play, and real situation experience for language output, so that students can master the input language content easily. The questionnaire and interview both show that students like the separate teaching mode of Chinese language and affirm the efficiency of this Chinese teaching mode. Meanwhile, most students believe that after "language" teaching starting 24 hours then start character teaching is a proper way to learn the language well. Therefore, the mode focuses on "language" teaching at the beginning, which accords with the needs of students. The structure of this article is as follows: In the first chapter, the introduction introduces the origin of the topic, the significance of the study, the object of the study, the content of the research, and defines the concept of the separate teaching mode of Chinese language, and basic Chinese etc. The second chapter is the separate teaching mode of Chinese language teaching principles and the separate teaching mode of Chinese language in class MBA, and lists the specific teaching principles, operation processes and curriculum settings. The third chapter is the questionnaire survey, the interview implementation and the results analysis, forms were made according to the questionnaire and interviews, and the results were analyzed. We got the result that students love this teaching mode and which is also very effective. The fourth chapter is the case and feedback of MBA class with the separate teaching mode of Chinese language teaching method in Beijing Normal University, including the specific teaching case, the implementation of teaching methods and feedback; And the fifth chapter is the conclusion and the suggestions. This article give some suggestions to other teachers who will use the separate teaching mode of Chinese language in the future, and also did some reflect on the research of this paper, and make the shortcomings and the problems clearly that should be paid attention to in the future research. Finally, the conclusion part of this paper summarizes the operating methods of the separate teaching mode of Chinese language. It also points out that this teaching mode can be applied to a wider range of Chinese teaching. Practice has proved that this separate teaching mode of Chinese language teaching method is suitable for such overseas students who expect to learn basic Chinese quickly. At the same time, this mode is more effective for foreign language learners whose native language is non-Chinese system. It is hoped that the teaching idea and separate teaching mode of Chinese language will be widely applied in more and more universities in the future. It is also hoped that this paper can provide references for Chinese teachers and foreign students who studying Chinese.