A Practical Study Of Ubiquitous Learning Models In International Chinese Education For Russian Learners

The rapid development of information technology has accelerated the whole society towards digitalization,and people have begun to use information technology to solve problems encountered in education and teaching,and realize the deep integration of information technology and education and teaching.Ubiquitous learning has become a new stage of current information development and is receiving more and more attention.In informal learning and formal learning,ubiquitous learning is widely used in domestic primary and secondary school classrooms and university EFL classroom,and has quickly become a new learning mode.Ubiquitous learning also plays a pivotal role in international Chinese education for Russian learners.This paper conducts in-depth research on the construction and application practice of ubiquitous learning mode in the Chinese teaching of Russian Chinese learners through literature analysis,questionnaire survey and interview,and puts forward relevant suggestions.The full text consists of six parts.The introduction introduces the background and significance of topic selection,sorts out the relevant research progress and achievements of the existing ubiquitous learning mode,and clarifies the research methods.Chapter 1 defines the relevant concepts and theoretical foundations of this study,and introduces in detail the classification basis and classification form of the ubiquitous learning mode constructed for Russian Chinese learners.By using Yang Xiaotang’s classification of ubiquitous learning modes,the practice of ubiquitous learning modes for Russian Chinese learners is carried out from a new perspective.Chapter 2 analyzes the current problems in the learning process of Russian Chinese learners through questionnaire survey,and then elaborates the feasibility of ubiquitous learning mode in international Chinese education.This survey and feasibility analysis fully demonstrate the ubiquitous learning mode among Russian Chinese learners.Chapter 3 constructs different ubiquitous learning modes for long-term students and short-term students based on the different characteristics of short-term Chinese learners and long-term Chinese learners in Russia.This study uses Russian short-term Chinese learners and long-term Chinese learners as the classification criteria,and attempts to construct a more targeted ubiquitous learning mode with this unique classification standard.Chapter 4 is the Chinese teaching practice of the ubiquitous learning model applied to Russian Chinese learners,specifically the teaching practice of short-term elementary oral language courses and long-term Chinese culture overview courses for students of Bashkir State University in Russia.This teaching practice is enlightening for the application of ubiquitous learning mode in Russian Chinese learners,and this preliminary attempt has obtained good teaching feedback.Chapter 5 summarizes and prospects,summarizes the practical effects of ubiquitous learning mode in international Chinese teaching,and puts forward relevant suggestions.The construction and application practice of this ubiquitous learning mode has played a good role in promoting students’ better acquisition of Chinese,learning Chinese in an easy and free way,cultivating students’ awareness of learning Chinese independently,and improving the efficiency of learning Chinese,giving full play to the advantages of the ubiquitous learning mode.