An Online Teaching Design Based On Postmodernism Theory For Basic Chinese Comprehensive Course

After 2020,due to the impact of the COVID-19 pandemic,online teaching became the main way of teaching Chinese.Against this background,the author conducted online Chinese teaching for a year at the International School of Seminario Ecuatoriano China in Ecuador.At the beginning of the teaching,the author found that there were several classroom management issues in online teaching,including students being late,not turning on their microphones or cameras,low levels of participation and poor learning outcomes.Through the analysis of teaching environment,teaching objects,and teaching materials,the author aimed to increase students’ participation in classroom activities and improve learning outcomes by using the ten macro-strategies from the "post-method theory" as theoretical guidance for phased teaching design.After the first stage of design-practice-evaluation-reflection,related problems in the classroom were analyzed,improvements were proposed for subsequent courses,and the teaching effectiveness of the two stages was compared.The advantages of phased teaching design were summarized,and micro-strategies for designing teaching activities,increasing participation autonomy,and achieving learning goals of online teaching were proposed to provide background information for subsequent teaching aimed at Ecuadorian teenagers.This article used case studies,observation,and the teaching practice of two stages shows that:Firstly,attention should be paid to the emotional role in online classrooms.The teacher’s respectful and tolerant attitude and the trust between teachers and students are beneficial for creating a safe classroom atmosphere,and play a very important role in promoting classroom effectiveness and atmosphere.Secondly,in teaching design,the principle of enhancing students’ autonomy,promoting negotiation interaction,and activating intuitive inspiration should be adopted,guiding students to generalize and think about the rules of the target language in a language environment.Thirdly,in online teaching activities,teachers should guide their macro-strategies for enhancing cultural awareness and ensuring social relevance,attaching importance to learners’ language and cultural backgrounds,respecting students as cultural ambassadors,and humbly asking for advice on students’ mother tongue culture.This article is a preliminary attempt to design teaching based on the "post-method theory," exploring and refining the ten macro-strategies in teaching practice.For teachers,guidance of principles and methods is needed when facing new teaching situations.In addition to the experience and methods of traditional Chinese teaching,experiences from teaching other second languages such as English should also be borrowed from,and traditional language teaching experiences should be explored,summarized,and researched in practice.