Students' Views On Teaching "Foreign Chinese Classroom Teaching Cases" With Video Cases

In order to strengthen MTCSOLS' understanding of Foreign Chinese classroom teaching and enhance the evaluation and practical ability of Chinese classroom teaching,since 2014,the School of Chinese Language and literature of A University has continued to build a "Foreign Chinese Classroom Video Case Library",on the basis of which the"Foreign Chinese Classroom Teaching Case" course is taught.In order to comprehensively evaluate the effect of the teaching model of the course and clarify its further improvement direction,this article explores the students' data in the video case library by conducting a questionnaire survey and personal interviews with MTCSOL in 2018 and 2019,and explores the students' habits,behavior data and effects of using the video case library.The second part uses questionnaires and personal interviews to understand the students' educational background and attitude based on the video case library teaching model.The survey results show that most students have not been exposed to video case teaching related courses at the undergraduate level;the vast majority of students believe that the design of "Foreign Chinese Classroom Teaching Case" course is reasonable,and look forward to further strengthening the teaching system and promoting the diversification of classroom comment methods;students believe that the use of pedagogy and teacher-student interaction are the most rewarding;48%believe that the teaching effect of a class can be clearly judged,and 48%think that the judgment ability is average.The surveyed students put forward the following suggestions for classroom teaching:firstly,optimize the teaching proportion arrangement;secondly,instructional design strengthen the combination of theory and case;thirdly,increase the frequency of teacher-student interaction.The third part uses a questionnaire survey to investigate and analyze the learning habits and effects of autonomous video cases after class.The survey found that 80.39%of the students did not develop an online autonomous learning plan;49.02%of the students spent 30 minutes to 60 minutes on autonomous video case learning each week;when online autonomous learning,students were most concerned about video cases and teacher's comments;Students believe that the most gains are achieved in teacher-student interaction and teaching posture;54.90%of the people think that teacher's comments are very helpful to themselves.In general,students' online self-study lacks strict and effective planning,and most of them stay at the level of experience accumulation and self-reflection,which has not greatly promoted practice.Therefore,teacher should require students to take the initiative to formulate a clear learning plan,and teachers should also regularly provide feedback on user comments or organize discussions in the classroom to focus on issues of concern.The fourth part analyzes the 2143 comments and behavior data of 2019 users and the feedback of teaching practice of 2018 students.The personal comments of students in grade 2019 reflect the students' significant gains in classroom teaching observation and evaluation ability.Judging from the experience of the 2018 students in teaching practice,the teaching of this course has a long-term help in improving students' classroom teaching ability.In addition,according to the feedback information of comments and internships,the following suggestions for the teaching design of the course were proposed:standardizing students' comments;conducting mutual evaluation and analysis of the micro-class videos recorded by students.