Research On Classroom Feedback Of Online International Chinese Teaching

With the outbreak and spread of COVID-19 ’s epidemic,online education has sprung up on a large scale,which has virtually provided a new thinking direction and possibility for the development of international Chinese education.This topic is based on the management experience of LFL Chinese educational institutions and the author’s online international Chinese teaching experience.The first chapter describes in detail the development basis of classroom feedback in online international Chinese teaching from the perspective of theory and practice.Based on the practice of online international Chinese teaching,the second chapter makes an in-depth understanding of the classroom feedback of online international Chinese teaching by means of questionnaires and interviews.The third chapter makes an in-depth analysis of the student version of the questionnaire data and interview content,aiming at the problem,based on the problem analysis,puts forward the corresponding suggestions and solutions.The fourth chapter starts from the data of the teacher version of the questionnaire and the content of the interview,finds the problems,and puts forward the targeted solutions.Through the questionnaire survey and interview of online International Chinese Teaching classroom feedback between teachers and students,this study aims to explore the technology,teaching methods and platform resources in influencing online international Chinese classroom feedback,in order to contribute to improving the effect of online international Chinese classroom teaching.Scholars at home and abroad have long paid attention to the effect of information technology on online classroom feedback,but the relevant research on international Chinese education has not been systematized.Through questionnaires and interviews,the author also found that the professional platform function of online international Chinese classroom needs to be improved,the professional resources are lack,the information literacy of teachers and students does not adapt to the rapid development of online international Chinese education trend,and online international Chinese teaching content and online communication problems such as low matching.The root causes of these problems are not only the teaching environment caused by two kinds of technical conditions,but also different teaching concepts,methods,contents and management.Therefore,the improvement of teachers and students’ information literacy and mixed teaching mode and the improvement of questioning skills and discussion methods can only improve the effect of classroom teaching in the short term.the formulation of online teaching standards and professional platform functions and resource integration are still the fundamental measures to solve the core problems of online international Chinese classroom feedback.This paper studies and summarizes the significance of "one-to-one" digital learning theory and "connectionism" to online international Chinese classroom feedback,and the key to connecting specialized nodes and information sources is learning,which is also the inherent characteristic of offline online communication under the condition of network technology.Under such conditions,it is necessary for online international Chinese teachers to improve the performance of teaching language,which is consistent with the conclusion that students hope to "discuss" specific topics,rich teaching activities and professional teaching methods found in the questionnaire.Through literature research,the author found that the classroom feedback system successfully applied in American universities such as Harvard University,the foreign curriculum group discussion education model and the "one-to-one" tutoring in traditional international Chinese education have laid the foundation for the research on the optimal teacher-student ratio and its interaction in normalized online international Chinese classroom teaching.