Research On Practical Knowledge Generation Of Pre-Service International Chinese Teachers Based On Online Class

International Chinese Language Education is a subject that combines theory with practice and has strong application.It requires international Chinese teachers to combine the subject knowledge and teaching skills of International Chinese Language Education and apply them into teaching practice.Therefore,a qualified international Chinese teacher should not only master the ontological knowledge and conditional knowledge that can promote the smooth progress of classroom teaching,but also master the practical knowledge.It can be seen that if students majoring in International Chinese Language Education want to become qualified international Chinese teachers in the new era,they should not only acquire theoretical knowledge from books.but more importantly,accumulate rich practical knowledge in teaching practice,so as to improve their own post competence.Affected by the COVID-19 epidemic.online Chinese language classes have been forced to become the "main classroom" of International Chinese Language Education,with strong demand for online Chinese learning around the world.Online Chinese teaching practice has become the main way of practice for pre-service international Chinese teachers,as well as the main channel for them to acquire teachers’ practical knowledge during the school learning period.However,most of the existing researches focus on the practical knowledge accumulated by novice teachers in the offline Chinese teaching environment.and lack of attention to the generation of practical knowledge in the online Chinese practice of pre-service international Chinese teachers.Based on the above problems.this study relies on the online Chinese teaching practice project to conduct qualitative interviews with 28 pre-service international Chinese teachers who participate in the project.NVivol2 is used to conduct a grounded analysis of the obtained data,and explore the generation content,generation characteristics and influencing factors of the practical knowledge of pre-service international Chinese teachers.It is found that pre-service international Chinese teachers have generated rich practical knowledge in online Chinese teaching practice.which is mainly manifested as clearer self-cognition,more accurate understanding of students,more diversified teaching methods,and more comprehensive understanding of online teaching environment.The generation process of practical knowledge has experienced three stages:impact+exploration,transformation+proficiency,stability+improvement:It is found that there are differences in the changes of career motivation and the updating of teaching methods between the pre-service international Chinese teachers who have participated in the first semester of Chinese teaching and those who have participated in the second semester of Chinese teaching.It is analyzed that internal factors such as personal reflection and past experience,as well as external factors such as practical project management and teacher practice community affect the generation of practical knowledge of pre-service international Chinese teachers.On this basis,a mechanism model for the generation of practical knowledge of pre-service international Chinese teachers is constructed.and according to the problems reflected by the research objects in the interview process,suggestions on the cultivation of international Chinese education reserve talents are put forward from the perspectives of individual teachers,schools and practical project management,in order to promote the high-quality development of international Chinese teachers.