The Research Of Overseas Chinese Children's Online Chinese Teaching

As its comprehensive national strength increases year by year, China has accelerated the pace of its integration into the rest of the world. Chinese has since become an internationally popular language, with a Chinese-learning boom appearing in many countries. Statistics show that current Chinese-learners have reached a breakthrough 40 million overseas. A large number of these are overseas Chinese children. Because of their unique cultural background, living environment and age characteristics, Chinese language teaching for them cannot just copy the patterns of domestic teaching. It also cannot be equated with foreign language teaching for adults. What is needed is comprehensive consideration on the basis of multilateral conditions, and with that, this paper puts forward a more effective teaching plan.Well-known Chinese scientist Qian Xuesen says that "future education = brain + computer + network." The progress in computer technology and the arrival of the Internet age, as well as the unique advantages of network teaching, have enabled us to adapt to the explosion of the current boom, providing opportunities for Chinese teachers to meet the needs of more Chinese learners. Using networks allows overseas Chinese teachers to not only make up for the defects in teaching overseas Chinese children, but also allows these children to explore new ideas. A children's second language acquisition theory based on Chinese teaching research for a Chinese American children's network, states that the classroom as a teaching platform for a real-time network using the immersed-type teaching mode, the laws and characteristics of a network of both overseas Chinese teachers and children used in order to demonstrate a new method for online Chinese teaching provides a reference for future research.This paper is divided into four parts.The first part analyzes overseas Chinese children and expounds on the particularity of the existing problems of teaching Chinese to them. This part of the concept defines overseas Chinese children and discusses their living environment, age, culture and language particularity. Based on a comprehensive analysis, it summarizes the current problems and insufficiency of teaching the Chinese language to overseas Chinese children.The second part discusses the basis and technical support of a theory of a network of overseas Chinese children and teachers, as well as analyzes its possibility and feasibility. This part explores the Chinese theoretical basis of overseas Chinese children's networks. The main contents include second language acquisition theories, immersion-type teaching mode theories, intercultural communication theories and networked Chinese teaching theories. This is followed by discussions on the implementation of overseas networks for teaching the Chinese language to overseas Chinese children, as well as main technical support which focuses for the most part on QQ and Webex.The third part interprets the connotation, characteristics and teaching principles of an overseas network of both Chinese children and teachers. Theories were first proposed on the basis of overseas Chinese children in this study, in addition to the specific concepts of a network for teaching Chinese overseas. Moreover, research on the teaching philosophy specifically intended for overseas Chinese children is explained, as well as the principles of interpretation.The fourth part covers the network of overseas Chinese teachers teaching Chinese children during the presentation of specific cases, as well as a summarizing reflection. The first three chapters of this part is the theory of practice. Through two Chinese-American little sisters, the implementation of two Chinese-American networks of Chinese language teaching theory is able to verify the feasibility of the first three chapters, including case study, teaching methods, teaching cases and implementation strategies. There is also a reflection on the practice of the four parts.