A Comparative Study Of Online And Offline Classroom Induction In Teaching Chinese As A Foreign Language

Due to the new crown epidemic and other reasons,the classrooms for teaching Chinese as a foreign language in the past two years have been mainly transformed into online teaching.However,whether it is offline or online foreign student classrooms,the introduction of this link is getting more and more attention.Undoubtedly,the import of online teaching is very different from offline.In order to better summarize the methods and techniques useful for online teaching from offline import,it is necessary to adopt both offline and online import Conduct in-depth research in a comparative analysis.The research methods of the two are mainly classroom observation and one-on-one interviews.The research base is based on in-depth classroom observation of foreign students.First,combined with existing research results in practice,many outstanding scholars summarize the definitions and methods of classroom introduction.At the same time,it also designed different questionnaires about teachers and international students,and surveyed them separately,looking for improvements in the online teaching process.Then,on this basis,three common lesson types were selected: comprehensive,oral,and reading and writing courses,and analyzed their offline and online lead-in time and methods to find out the differences between them and the reasons for their formation.Finally,it summarizes the restrictive factors of online classroom introduction: the teaching object,the nature of the classroom and the network facilities.In the online introduction of Chinese as a foreign language teachers can make improvements in the following aspects based on the above constraints: First,reduce the anxiety of online oral communication and grasp the characteristics of online classroom introduction.The connection established by the Internet,the impact of jet lag,and the gap in space have brought great difficulties to online interactive teaching.Therefore,teaching and learning activities between online teachers and students rely on spoken language communication.Language communication is also very important,such as the communication of vision(eye contact),hearing,feeling,emotion,expression,and even body language(action);the second is to pay attention to the teaching details and rhythm of the introduction design,especially the length of time,don’t blindly rely on the introduction Time to improve students’ attention,but to make improvements in combination with the introduction form selected by themselves and the personality characteristics of the students taught;the third is to create interactive,group-oriented and multi-dimensional online classrooms,and make full use of the network platform,To overcome the difficulties of network line congestion or delay,and use different teaching methods to make up for the problems caused by the lack of communication.The concept of flipped classroom can be adopted when necessary.All of the above strategies are hoped to improve the existing problems in the online teaching process,find practical solutions for teachers of Chinese as a foreign language,and improve the current situation of online classroom introduction for foreign students.