Online Teaching Design Of The Elementary Chinese Comprehensive Corse I Bought A Sweater Based On The Concept Of Smart Education

The continuous progress of information technology and internet technology is driving the development smart education towards a more open,collaborative,innovative,and efficient direction.Among them,smart education resources,smart education platforms,and teacher-led smart teaching methods provide powerful support for the development of smart education.The concept of smart education emphasizes personalized,interesting,and innovative teaching,and emphasizes that teachers should always adhere to a student-centered approach in the teaching process,create learning opportunities to the fullest extent possible for students,and cultivate comprehensive and innovative talents.This article attempts to combine the concept of smart education with online Chinese language teaching for the teaching design of the elementary Chinese integrated course,and explores the application of the concept of smart education in the course.By analyzing relevant factors in teaching design such as teaching object,teaching environment,and teaching materials,this article uses learning theories and educational concepts embedded in smart education as a theoretical basis,under the guidance of certain teaching principles,and fully utilizes the advantages of online Chinese language teaching.The article employs various learning resources,diversified teaching methods,differential exercise content,and multimodal teaching resources to assist teachers and students throughout the teaching and learning process.The article selects Lesson 14 I Bought a Sweater from Rong Jihua’s Developing Chinese 1-Elementary Comprehensive Course as an example for teaching design and practice,presented in the form of a specific lesson plan to showcase the complete teaching process.After the completion of the teaching task,the teaching practice was evaluated through peer teacher interviews,questionnaire surveys,students’ classroom performance,and homework completion.The author found that the application of the concept of smart education in elementary Chinese comprehensive courses can produce good teaching effects,such as enhancing the interaction between teachers and students,improving learners’ learning efficiency,and stimulating students’ interest in learning Chinese.It is hoped that this teaching design and practice can provide assistance and reference for research on the concept of smart education and online teaching of elementary Chinese integrated courses.This paper consists of four parts:Chapter One is an introduction section,which explains the background and significance of the research topic,the research methods,and analyzes the current situation of research on teaching design,Chinese integrated course studies,online Chinese teaching,and the concept of smart education.Chapter Two is the theoretical basis and guiding principles of teaching design,which elaborates on the theoretical basis and teaching principles of the teaching design for the elementary Chinese integrated course.The theoretical basis includes constructivist learning theory,ubiquitous learning theory,and humanistic learning theory.The teaching principles mainly include student-centered,teacher-guided teaching principles,integrative principles,intensive teaching and extensive practice principles,and intuitive principles.Chapter Three is a teaching design plan for I Bought a Sweater.Firstly,relevant factors of teaching design are analyzed,including analysis of teaching objects,teaching environment,teaching materials,and teaching format.Secondly,an overall teaching design for the elementary Chinese integrated course I Bought a Sweater is presented,including introducing teaching objectives,teaching content,teaching focus and difficulties,teaching media,and class schedule;finally,a specific teaching process is displayed.Chapter Four is teaching evaluation and reflection.The teaching effect of the teacher and the learning effect of the students are evaluated;on this basis,the main problems in the teaching process are reflected upon and appropriate teaching suggestions are put forward.