Cases Analysis Of Online Elementary Spoken Chinese Teaching Based On The Performed Culture Approach

Online Chinese speaking lessons still face some problems,such as a single teaching mode,low interactivity,and unsatisfactory results.This study is grounded in teaching theory and language teaching philosophy of Performed Culture Approach,with a specific focus on online elementary Chinese learners as the research subject,aiming to explore novel solutions to the aforementioned “old problems”.The study is divided into three parts.Firstly,the introduction part explains the research background,significance of the study and a review of the theoretical status,followed by an explanation of the research methods and framework.Secondly,the body part.Chapter one interprets the theoretical paradigm and feasibility of conducting applied research.Based on the latest research results in the Performed Culture Approach,the feasibility of integrating online elementary spoken Chinese classes with Performed Culture Approach is explained,providing prerequisites for the application practice in later chapters.Chapter two,supported by case study method,elaborates teaching scheme and systematically determines the case analysis object,the advantages of online teaching,the reasons for case selection,and the case analysis framework.Chapter three presents a classification-based case analysis of full program instructional design and embedded instructional design based on the framework,and discusses the strategies for applying Performed Culture Approach online.Chapter four complements the effectiveness proof based on the cases analysis by demonstrating the statistics on student achievement and using testing and interview methods to evaluate the application effect of teaching practice to prove the optimization effect of Performed Culture Approach on online elementary Chinese oral teaching.Therefore,generalized and applied experience and suggestions can be summarized.Thirdly,the final conclusion summarizes the main contents and innovative attempts of this research,illustrates the significant effect of this study’s categorical design framework in enhancing teacher-student interaction and optimizing instructional outcomes.Finally,limitations and future research directions are concluded.In summary,through the cases analysis and evaluation of effects based on the Performed Culture Approach,the study summarizes the experience with the aim of providing relatively new teaching method for online Chinese teaching.The provision of research results will help meet the diverse learning needs of Chinese learners,promote personalized and efficient development of online Chinese teaching,and advance the modernization process of Chinese teaching.