| Online teaching is an important channel to promote international Chinese education during the epidemic.Especially since the epidemic,online teaching has been piloted on a large scale in many teaching institutions at home and abroad.What are the problems & how to promote the high-quality development of online teaching?There is still much room for research.From the practice of online learning for comprehensive courses at Confucius Institute at North and South University,we found that: the teaching method is single& students learning needs are ignored,the online teaching satisfaction is average.To explore the improvement path of online teaching,this article relies on the basic paradigm of teaching action research,combines the scaffolding teaching method under the theory of constructivism with the problems in the online teaching of CINSU,and carries out a specific teaching experiment.Based on the detailed analysis of the implementation steps of the teaching experiment,the article also presents a case study of the five elements of comprehensive teaching.Finally,to check the effectiveness,the author designed a questionnaire.Combined with the analysis of the questionnaire results and personal teaching reflection,the article draws the following conclusions:First,the scaffolding teaching method has strong applicability in the online comprehensive course teaching of the CINSU.The scaffolding teaching method is adapted to the goals,teaching tasks,and content needs of online comprehensive course teaching & can better resolve the pain points in the online course of the CINSU.Second,the scaffolding teaching method can effectively improve online teaching satisfaction.In each link of the comprehensive course,a proper selection of media tool support,example support,application support,emotional support,and metacognitive support can better improve students’ interest in learning,classroom participation,and satisfaction.The overall feedback of the students is good,and the teaching experiment has achieved good results.Third,the scaffolding teaching method also has shortcomings in online teaching,which are manifested in: difficulty to define the zone of proximal development;poor operability in teaching Chinese characters & culture.Third,relying on the basic framework of scaffolding teaching method,the comprehensive use of media tool scaffolding,example scaffolding,situation scaffolding,application scaffolding,emotional scaffolding,and metacognitive scaffolding can better improve students’ interest in learning,classroom participation,and teaching satisfaction.However,there is still room for improvement in the definition of the zone of proximal development,attention to students,Chinese characters,and cultural teaching.Finally,looking at the whole teaching experiment,combined with the actual situation of the CINSU,the article puts forward the following suggestions from the three levels of teachers,students,and other relevant elements: teachers should accurately grasp the zone of proximal development;pay attention to the integration of emotional scaffolding and metacognitive scaffolding application;students should strengthen their learning input;actively explore and transfer.Other aspects: Academic administrators should properly allocate the number of class hours and the number of teaching classes.At the same time,we also call on all parties to deepen communication,develop a professional online teaching platform for international Chinese education,and promote the high-quality development of international Chinese teaching. |
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