Research On The Online And Offline Interactive Teaching Mode Of International Chinese Education In The Post-epidemic Era

In December 2019,the arrival of the novel coronavirus made people enter the era of national anti-epidemic.During the COVID-19 epidemic prevention and control period,schools across the country implemented largescale online teaching.Online teaching is not only an emergency change to meet the needs of education,but also a positive change from passive to active in higher education under the conditions conditions of information technology.By November 2022,the epidemic has lasted for nearly three years.In the post-epidemic era,changes in education models still exist.This online teaching model has brought about changes in education patterns,teaching methods,the needs of teachers and students,and the relationship between "teaching" and "learning".And this online teaching mode is very different from the offline teaching mode.At present,interactive teaching mode appears in online teaching and offline teaching in China.This teaching method has become the main teaching mode for teachers in teaching.Therefore,both online teaching and offline teaching will have a very important impact on teachers.However,due to the new teaching mode of online teaching during the epidemic,there will be many imperfections in the development of interactive teaching mode.Teachers in various schools have been constantly exploring and reforming,but they have still failed to form a mature teaching model.Although there are many users of online interactive teaching models,few teachers have really obtained more scientific teaching plans in this teaching model.What are the similarities and differences between the online interactive teaching model and the offline interactive teaching model? Based on this,this study consulted a large number of monographs,papers,journals and cases,and organizes and analyzed the collectedmaterials after reading,This study is based on constructivist learning theory and humanistic learning theory.Based on questionnaire surveys,in-depth interviews,and classroom observations,it summarizes the similarities and differences between online and offline interactive teaching modes in international Chinese education in the post pandemic era,and proposes research suggestions for interactive teaching modes.Finally,this study concludes that the teaching objectives,elements,and content of online and offline interactive teaching by teachers have not changed due to the impact of the epidemic;There are differences in the interactive atmosphere,willingness,methods,roles,problem structures,and outcomes between online and offline interactive teaching;In response to the differences in the effectiveness of online and offline interactive teaching,improvements can be made by improving teachers’ own interactive level,creating positive interactive teaching scenarios,reasonably grasping the pace of interactive teaching,flexibly adopting various forms of classroom interaction,and reasonably controlling the difficulty of interactive teaching tasks.Generally speaking,this study has enriched the theoretical achievements of comparative research on online and offline interactive teaching models to a certain extent,and has the theoretical value for research.At the same time,the research suggestions put forward in this study have a certain guiding effect on online interactive teaching and offline interactive teaching,and have the practical value of research.