An Investigation On The Current Situation Of Online Chinese Teaching Of Italian Chinese Children

This paper is based on my online teaching internship experience at a Chinese education in Florence,Italy.The focus on Chinese heritage language children in the second and third grade of elementary school.This paper is based on children’s cognitive development theory and interaction theory.Using questionnaires and interviews,we explored the current situation of online Chinese teaching from four perspectives: people,objects,content and methods.This paper found that many interferences in the learning environment.Students are more distracted in the class.There are difficulties in software operation for students.Teachers are arbitrary in the selection and handling of teaching resources.Interaction is deficient in quality and quantity.In this regard,the factors that influence the above issues are analyzed in several ways,such as schools,teachers,students and parents.Finally,suggestions:(Ⅰ)Schools,teachers,and families work together to strengthen the learning environment and monitoring efforts.(Ⅱ)Use multiple channels to solve operational problems.The school produces uniform instructions on how to operate the software.Teachers provides specific guidance within the class.The family asks friends and relatives for help.(Ⅲ)The school organizes training on online teaching techniques.Teachers build a library of teaching resources in grade.(Ⅳ)Combine both human-machine and human-machine-human models to interact with students in multiple ways from before,during,and after class.This paper dissects the current situation.There are implications for the restructuring of online teaching in Chinese schools and the future development of Chinese language education in the direction of online teaching.