Research On The Application Of MOOC In Thailand’s Online Primary Chinese Teaching

The digital transformation of teaching and the digital construction of teaching resources are important contents in the realization of educational informatization,which have distinct characteristics of the times.At present,all countries in the world are simultaneously making efforts in construction,personnel training,management,use and linkage mechanism to actively explore new teaching concepts and modes under the background of the Internet.In the post-epidemic era,online teaching will become the new normal,and technological empowerment has brought new opportunities and challenges to international Chinese education.MOOC has been the core and hot spot of research in the field of international Chinese education in recent years,and there is still a huge academic space to be explored.Based on research,online Chinese teaching in Thailand generally has many problems,such as too much content,less class hours,low rate of students speaking,and poor interaction.Based on the research,online Chinese teaching in Thailand generally has problems such as too much content and less class hours.low rate of students speaking,and poor interactivity.The introduction of MOOC points out the feasible direction for future Chinese teaching in Thailand.This study takes the reform of "Three Teachings" as the starting point,using classroom observation,case study,questionnaire surveys to obtain first-hand information,and explores the "four characteristics" of MOOC applied to Thailand’s online primary Chinese teaching,that is,feasibility,coherence,effectiveness and support.This paper is divided into six chapters:The first chapter is introduction,which mainly introduces the background and reasons of the topic selection,research purpose and significance,core concepts and theoretical basis,and research methods,etc.The existing relevant research results are summarized.The second chapter analyzes the feasibility and necessity of applying MOOC in Thailand’s online primary Chinese teaching from a subjective and objective point of view,focusing on the three dimensions of macro policy,teaching resources and application.The third chapter is the core chapter of this article,borrowing the concept of "blended teaching" to think about how to better connect MOOC with traditional online primary Chinese teaching.Taking the BOPPPS model and the flipped classroom as the guiding framework,this paper proposes an online hybrid teaching mode of "MOOC+live teaching",and discusses the construction principles and construction process in detail.The fourth chapter takes the case study of the primary Chinese comprehensive course in Saard Phaderm Wittaya School in Thailand as an example and Selects "Experiencing Chinese(Second Edition)(Thai version)Junior High Volume 2 ’Today Is My Birthday’" as a teaching case to evaluate its application effect.The teaching design and implementation steps are shown in detail.The conclusion is that the blended teaching mode based on MOOC puts forward new requirements for both teachers and students,and it needs going through an intermediate process in practical application.In general,the advantages and disadvantages of blended teaching coexist,MOOC and live teaching have different functional orientations.Learning-based stereo is formed inside and outside the classroom,resulting in mutual complementary advantages.Students generally have a positive attitude towards this mode,and have a strong willingness to use it and motivation to learn.The fifth chapter starts from three aspects of "construction,personnel training,and use"of international Chinese MOOC,and puts forward some improvement suggestions and application strategies in a targeted manner.In terms of MOOC resources construction,we should focus on international studies and the development of local textbooks with packaged MOOC courses.Strengthen technology empowerment and provide high-quality learning support services.In terms of MOOC teacher training,we need improving information literacy and cultivating teachers’ MOOC competency.Bring bilingual advantages into full play to build a local Chinese teaching faculty.At last,we’d better promote the service efficiency of MOOC resources to respond to the teaching demand.Stress the dominant role of students and promote the reform and innovation of teaching mode.The sixth chapter is the summary and prospect,which further expounds the research conclusions,innovations and some deficiencies of this paper,aiming to provide a new case for international Chinese education country-specific research and open up new ideas for innovative application of MOOC.