Investigation On Online Teaching Efficacy Of Chinese Teachers In Confucius Institutes

In recent years,more and more people have begun to pay attention to teachers'psychology.As an important part of teachers' psychology,teaching efficacy has a significant impact on teachers' teaching behavior,teaching effect and students'learning effect.With the coVID-19 epidemic sweeping the world in 2020,Confucius Institutes in various countries have switched to online teaching.In order to better carry out online teaching of Chinese,the author believes that it is necessary to study the online teaching efficacy of Chinese teachers in Confucius Institutes.This research first sorts out the relevant literature of teaching efficacy and the advantages and disadvantages of online teaching,and determines the research direction.Then,reference Xu Caihua(2007)and Yu Guoliang(1995)research,design a study of online teaching self-efficacy questionnaire,in 90 the Confucius institute Chinese teachers as the research object.explore the Confucius institute Chinese teachers online teaching self-efficacy level and personal factors,such as gender,identity,professional experience in online teaching,teaching age,record of formal schooling and the length of the teaching effect of self-efficacy.In order to further understand this problem,the author interviewed 5 Chinese teachers in Confucius Institutes to explore the influence of external factors such as student performance,network and equipment,Confucius Institutes and hanban support on the online teaching efficacy of Chinese teachers.Finally,according to the survey results of questionnaire and interview,the author puts forward suggestions to improve teachers'sense of efficacy.From the survey results,the Confucius institute Chinese teachers' general teaching efficacy is high,shows that teachers think they can change students through education,teachers' personal teaching self-efficacy level is high also,that the teacher in the online teaching has good control of the teaching process,identify with their own ability and the teaching style,teaching experience is better.From the perspective of individual factors affecting teaching efficacy,gender,identity and teaching age have significant influence on teaching efficacy,while the influence of major,education background and online teaching experience time on teaching efficacy does not reach the significant difference level.According to the interview results,compared with offline teaching,teachers' sense of efficacy changed irregularly.Among them,students' performance had a great impact on their sense of efficacy,and smooth network environment,support from Confucius Institutes and local schools would also improve teachers' sense of efficacy.In addition,the interview also mentioned that teachers encountered some difficulties in online teaching,such as not being able to find appropriate online teaching activities and not being convenient for Chinese character teaching.In order to better carry out online Chinese teaching and improve teachers' online teaching effectiveness,the author puts forward two suggestions.First,teachers should not only have the ability to learn and reflect,but also improve their ability to deal with non-preset events.Second,Confucius Institutes and Hanban should pay attention to the mental health of teachers and provide them with platforms and opportunities to learn relevant knowledge,so as to improve their sense of teaching efficacy.