Research On Interaction Behavior Of Online Chinese Language Education To Chinese-American Children

The development of online Chinese language education has made Chinese learning opportunities available to learners all over the world.In recent years,ethnic Chinese children’s learning in Chinese demand growth,prompted the online Chinese education institutions increase in the number and scale.Online Chinese language education broadens the time and space scope of Chinese learning and enriches the activity form of Chinese teaching.The one-to-one teaching scale meets the differentiated and personalized learning needs of Chinese learners.However,in the current online education environment,the sense of telepresence between teachers and students is not strong,and the limitations of online Chinese language education and management appear.The interaction between teachers and students can directly reflect the organization and development form of class,teachers’ teaching philosophy and students’ learning motivation.In order to explore the situation of online Chinese language education for Chinese-American children,this study adopts the method of classroom observation and takes six educational videos as case studies for empirical research.It is found that teachers’ teaching and questioning are the most closely interactive behaviors with students in online Chinese classroom teaching,while teachers’ teaching concept,teaching activity arrangement,ability to use information-based teaching and other factors cause differences in the implementation of specific classroom teaching behaviors among different teachers.Under the "one-to-one"teaching scale,students’ verbal expression behavior increases,and response is the most important behavior form in their classroom activities,while differences in learners’personality,Chinese level and self-motivation lead to differences in classroom participation and learning effects among different learners.The network teaching environment weakens the direct interaction between teachers and students,which not only brings challenges to teachers’classroom management,but also makes it difficult for students to imitate pronunciation and Chinese characters,complete homework,submit and correct homework,and affects the effective implementation of online classroom teaching activities.Therefore,it is necessary to adopt a variety of teaching strategies and use a variety of educational technologies to improve the quality of online teaching;At the same time,for many Online Chinese education institutions for Chinese Children,it is necessary to strengthen the pertinence of Chinese teaching for Chinese children.This thesis is divided into four chapters.The first chapter is the introduction,which mainly expounds the research background,research significance,research ideas and methods,and relevant literature reviews.The second chapter is the research design,which mainly includes the description of the research object and the explanation of classroom observation method,the "Interactive Behavior Analysis System of Online Chinese Language Education"was used to encode and record the interactive behaviors between teachers and students.Chapter three is the main part of the thesis.According to the statistical data results,analyzes the structural and prominent characteristics of online Chinese language education.Chapter four analyzes the learning problems caused by online learning environment for Chinese-American children,and the problems caused by teacher in teaching target positioning,classroom management and application of modern educational technology.Finally,combining modern educational technology and language teaching,suggestions are put forward to improve the quality of online Chinese language education from the aspects of strengthening in-class and extra-curricular management,adopting a variety of teaching strategies,and constructing online resources for ethnic Chinese children.