Research On The Design And Application Of Micro-lectures In Chinese As A Foreign Language

With the successful completion of the 13 th five year plan of educational informatization,the information literacy of teachers and students has been continuously improved,and multimedia assisted teaching has become a new research hotspot of TCFL(Teaching Chinese as a Foreign Language).With characteristics of being short,brief and individualized,micro-lecture shows its advantages during the COVID-19 epidemic last year.Many scholars have proved the positive role of micro-lecture in TCFL through practical research.However,the research on personalized micro-lecture after class is rare.Based on Constructivism and other learning theories,this study analyzes the excellent cases of the previous Chinese teaching micro-lecture competition.According to the basic principles and modes,the language points of the elementary Chinese comprehensive course are made into micro-lecture for after-class learning.Besides,with quantitative and qualitative analysis of case study,the effect of micro-lecture is evaluated and analyzed.The study randomly selects the international students enrolled in elementary comprehensive Chinese course in Nanjing University of Information Science & Technology as the subjects,and divided them into experimental group and control group for experimental intervention teaching.The content and form of classroom teaching of the two groups are the same,and they are required to review and consolidate the grammar knowledge after class.The only intervention is:the experimental group needs to carry out autonomous learning in micro-lecture with the content of classroom grammar knowledge points after class,while the control group does not have unified requirements for the form of review after class.In addition,the research conducts longitudinal case study on the students of experimental group in order to give qualitative analysis on their attitudes and behaviors towards the autonomous micro-lecture learning practice.It's found that teaching-assisted micro-lecture can stimulate learners' interest,achieve a good interactive effect,and improve students' academic performance to a certain extent.This paper is divided into five chapters.The first chapter is the introduction,mainly introducing the research background,research status and research design.The second chapter is the theoretical framework of micro-lecture-assisted learning.Based on constructivism learning theory,autonomous learning theory and multimodal learning theory,this chapter analyzes the excellent cases of Chinese micro-lecture competition,and summarizes the designing principles.The third chapter is the specific case of designing and producing the teaching-assisted micro-lecture for Comprehensive Chinese Course for Beginners,including learners' needs analysis,teaching content analysis and production process.The fourth chapter gives both quantitative and qualitative analysis of the test and observation data.The last chapter is the conclusion,which gives a summary and shortcomings of the study.