Research On MOOCs Of "Bi-sentence" Of Chinese International Education

With the development of modern network technology,MOOC,a new teaching mode,has changed the traditional teaching and learning methods,and also brought more possibilities to Chinese international education.As a key comparative sentence pattern in teaching Chinese as a foreign language,“Bi-sentence” is rarely involved in the existing MOOCs.Therefore,this paper takes the teaching of “Bi” as an example to study and design MOOCs,it is expected to provide reference for Chinese as a second language teaching.On the basis of previous studies and through reading a large number of literature,this paper briefly summarizes the teaching mode under the background of international education of Chinese in the first chapter “Taking Intermediate Chinese Grammar” as an example,this paper analyzes MOOCs in five aspects,including teaching scale,teaching method,course evaluation,interactive mode and teaching link,and summarizes the advantages and disadvantages of each teaching mode in teaching.The second chapter starts from the ontological study of “Bi-sentence”,analyzes the errors of “Bi-sentence” in HSK Dynamic Composition Corpus,and summarizes the important and difficult points in teaching.Based on connectivism learning theory,constructivism learning theory and second language learning theory,etc.This paper designs the teaching content and develops the teaching process of“Bi-sentence” MOOCs under the background of Chinese international education.The third chapter is to reflect on the research and design of MOOCs teaching of “Bi”,and to some extent put forward feasible suggestions,hoping to provide reference and reference for the course design and development of MOOCs in TCSOL.