A COLT Scale-based On One-to-Many Online Chinese Class Of Overseas Chinese Children

In recent years,overseas Chinese children have become the main force in Chinese language learning,and there have been many educational institutions that mainly target overseas Chinese children.However,there is still relatively little research on online Chinese language teaching for overseas Chinese children,and further research is needed.In view of this,this article takes the online Chinese language teaching platform built by Lingo Ace as an example,selects one-to-many online Chinese language classes for overseas Chinese children as the research object,uses the improved COLT scale to observe and analyze the selected three classes with different levels,summarizes the characteristics of one-to-many online Chinese language classes for overseas Chinese children,reflects on the existing problems in such classes,and puts forward improvement suggestions for these problems.The author transcribed three classes at Level 1,Level 2,and Level 3,and used the improved COLT scale to observe and analyze the classroom.Through statistical analysis of the collected data,the author found thirteen problems in the six major aspects of student participation in classroom interaction,teacher participation in classroom interaction,interaction form,interaction content,interaction types,and interaction links in the online Chinese language classroom for overseas Chinese children.These thirteen questions are: 1.There are too few classroom activities related to "writing" skill training;2.In classroom interaction,the number of times students initiate language is too low;3.The teacher did not provide language materials slightly higher than the students’ current level in the interaction;4.The interaction objects chosen by teachers are not balanced,and there are fewer interactions with individual students;5.The form of classroom interaction is too single;6.The communicative nature of the discourse content is not high;7.Students do not have the opportunity to control their speech;8.The personal interactive tasks prepared by the teacher are the same;9.The frequency of interaction between students is too low;10.There are too many display questions and too few reference questions in classroom interaction;11.Students’ answers to questions are too simple;12.The form of feedback from teachers is monotonous,and the details of feedback are not detailed enough;13.In classroom interaction,there are fewer sustained turns between teachers and students.Then,the author proposed the following improvement suggestions for thirteen issues from six major aspects: 1.Increase the practice of writing skills;2.Set up a context to guide students to output trigger language;3.Provide students with 20% language materials slightly higher than their current level in the classroom interaction of each class;4.Teachers should increase their individual interaction with each student;5.Increase interactive forms and use diverse forms of interaction;6.Adjust the content of the discourse to enhance communication skills;7.Provide students with opportunities to control their discourse;8.Design different personal interactive tasks based on students’ characteristics;9.Design various activities to increase the frequency of student interaction;10.Increase the number of reference questions;11.Help students establish a sense of sentence formation;12.Transform feedback methods and optimize feedback details;13.Improve the output of sustained turns.