A Study Of The Effectiveness Of Online Pre-lesson Practice For Elementary Chinese Integrated Classes

Pre-learning is intended to improve classroom effectiveness,but the specific impact it can have on the classroom is unclear.This paper investigates how students’ learning and classroom performance are affected when they use online pre-class practice in the context of an integrated elementary Chinese course,and which forms of pre-class practice maximize the effects of pre-study.In order to investigate the effectiveness of students’ pre-study,this study was conducted through a semester-long classroom observation in an elementary integrated Chinese language class,recording students’ scores on various pre-study tests and the number of different classroom behaviors before and after pre-study,as well as recording and analyzing students’ oral performance in order to examine students’ various learning outcomes and classroom performance in a comprehensive manner.The study revealed that.（1）In terms of students’ knowledge of the language,vocabulary acquisition not only showed significant differences after the pre-test,but also showed a significant positive correlation with the number of pre-tests.Simple grammatical knowledge can also be mastered through pre-study,but phonological and Chinese character knowledge requires a certain level of Chinese language foundation and is not suitable for selflearning at primary level.（2）In terms of students’ oral output,the rate of occurrence of vocabulary and the fluency rate of students’ oral output increase significantly after pre-study,but as the number of pre-study exercises increases,the fluency rate of students’ oral output not only increases significantly,but also the accuracy rate increases significantly.（3）In terms of the choice of pre-session practice format,the word card format is effective in helping students to improve their oral expressions at the beginner level,while the writing and spelling practice formats are too difficult.（4）Pre-lesson practice had a greater impact on students’ learning outcomes,but less on their behavior in class.Teachers should adjust class content in a timely manner after checking students’ pre-practice and should not simply repeat what students have already pre-practiced in order to reduce the probability of students being distracted in class after pre-practice and to maximize the effect of pre-practice.This study features the implementation of pre-reading tasks in terms of online pre-class exercises and discusses specifically the different forms of pre-class exercises and their pre-reading effects.