An Investigation And Study On The Participation Of Foreign Students In Primary Chinese Online Class Under COVID-19

Since the outbreak of the novel coronavirus in early 2020,online Chinese classes have become a general trend.However,although online Chinese classes have helped international students overcome regional problems,due to remote online teaching,it is sometimes difficult for teachers to intuitively judge the level of student participation,which is closely related to learning outcomes and teaching quality.Under this circumstance,in-depth investigation and analysis of the participation of international students in online Chinese classes has become one of the most necessary and valuable research content.This study takes the Zhejiang University of Science and Technology online Chinese classroom as an example,based on interaction theory,metacognitive strategies,and emotional ABC theory,and at the same time referring to Kong Qiping’s classroom participation questionnaire,the classroom participation is divided into three dimensions,namely behavioral participation,Cognitive participation and emotional participation.According to questionnaire surveys and interviews,international students have the highest level of behavioral participation,which is represented by attending class,speaking through microphones or typing on interactive panels,but there are also behaviors such as students turning off the microphone and not actively completing homework after class;compared with behavior Participation,online classrooms test students’ autonomy and independence,so cognitive participation is relatively weak;the lowest level of participation is emotional participation,because online classrooms are remotely taught,and online classrooms lack a sense of presence,tension,and class The sense of atmosphere,the emotional interaction between teachers and students,and students and students need more attention.Furthermore,this research analyzes the relevant factors that affect classroom participation,and makes recommendations from four aspects: teachers,school classes,network equipment,and personal factors.In order to improve behavioral participation,teachers should flexibly use the unique advantages of online teaching to create a sense of class atmosphere as much as possible;schools should provide students with a high-quality network platform,arrange reasonable learning courses,and try to coordinate with students’ time difference.In order to improve cognitive participation,teachers should try to stimulate students’ self-cognition and learning abilities.Colleges and universities can launch appropriate online lectures to provide more practical and interesting Chinese learning methods.In order to improve emotional participation,teachers should help students establish a sense of authenticity in learning Chinese.Creating a certain sense of tension and presence in the classroom can stimulate students’ learning motivation and maintain corresponding concentration.