Research On The Reform Of Secondary Vocational Education In Russia Based On The Concept Of Integration Of General And Vocational Educatio

The COVID-19 pandemic has brought unprecedented opportunities and challenges to international Chinese language education.Chinese language teaching has also moved from offline to online,and online Chinese language teaching has become the new norm in education.Academics are also studying how to utilize the advantages of online teaching better and improve students’ interest and learning efficiency.Microlearning,as an online teaching method and learning resource,can break the limitation of time and space,provide more learning space for Chinese learners,and meet learners’ diverse and personalized learning requirements,effectively improving the teaching quality of online Chinese teaching.This study takes the Confucius Institute in Laos as the research object,and through the survey,we learn that there are many problems in the design,application and production of their micro-lessons.In terms of teachers,there are problems such as low quality of micro-lessons,lack of guidance and supervision of students’ micro-lesson learning,and poor clarity of images,unreasonable structure and confusion in the production of micro-lessons.As for students,there are problems of low interest in microlearning,poor microlearning habits and lack of microlearning strategies.On this basis,this study observes and designs a model of micro-lesson teaching application at the Confucius Institute in Laos,and makes recommendations for personalising and sharing micro-lesson teaching design,strengthening communication and cooperation in the development and production of micro-lessons for teachers in general,and enhancing personalised services and mutual cross-fertilisation functions in micro-lesson education applications.The paper is divided into six main sections around the central theme:The first part is the introductory section.This part introduces the background of this study,the basis of topic selection,the purpose and significance of the study,compares the relevant theories and current situation of international Chinese language teaching and clarifies the research ideas and methods,which is the theoretical foundation of this paper.The second part is the theoretical part of microteaching.This part explains the definition and characteristics of microteaching.It introduces the significance of microteaching in international Chinese language education in terms of both the feasibility and superiority of microteaching in international education.The third part is a survey of Chinese language micro-courses in Confucius Institutes in Laos.In this part,the teachers and students of Confucius Institutes in Laos are surveyed and analyzed on the widespread application of Chinese language micro-courses,problems in their teaching of micro-courses are identified,and the reasons for their existence are analyzed.The fourth part is the curriculum design section.This part first adopts the observation and research method to introduce the actual situation of micro-lesson teaching at the Confucius Institute in Laos and its designs.It applies a micro-lesson case study applicable to the Confucius Institute in Laos based on students’ feedback and teaching reflections on the micro-lesson.The fifth part is a section of suggestions for micro-lessons.This section proposes measures to improve teaching Chinese language micro-lessons in Confucius Institutes in Laos from three aspects: micro-lesson design,micro-lesson production and micro-lesson application.The sixth part is the concluding remarks,which point out this study’s research conclusions and outlook.