An Analysis Of OMO Double-teacher Community Education Model In International Chinese Education

With the advent of the "Internet +" age and the impact of the epidemic outbreak in early 2020,the international Chinese education field has entered a new education ecosystem of online and offline teaching.At the beginning of the epidemic,the international Chinese teaching changed from offline to online urgently,exposing many shortcomings of single online teaching.In the post-epidemic period,in order to solve these problems,there are more and more new teaching reform research,such as interactive learning,online and offline hybrid learning.The hybrid teaching model has become the hot spot and trend of academic research.In this case,this paper combines the OMO education model with the double-teacher education model,taking the learning community as the theoretical basis,to design the international Chinese education OMO double-teacher community education model.This model is a teaching mode with teachers and students as the center,professional teaching and research team,offline classroom and technical team as the basic support,technology operation platform as the basic,fragmented design and modular classification of teaching resources,and high integration of online and offline.Firstly,this paper introduces the research background,connotation and extension of related concepts,current research status and research value at home and abroad.Secondly,the paper analyzes the structural relationship between the participating elements and the elements of the OMO double-teacher community education model,and designs the links of online teaching,offline teaching,after-school consolidation and teaching evaluation.Then through the case analysis of the model in the field of domestic English teaching and international Chinese teaching case analysis,summed up the practical experience to determine the feasibility of this model.After that,we design Chinese teaching cases from the perspective of phonetics,vocabulary,grammar and culture,which provides reference for the actual teaching process.Finally,through the comparative analysis method,this model is compared with the traditional offline teaching and single online teaching,draw the conclusion that the model has the superiority,and also put forward the possible shortcomings of this model and relevant implementation recommendations.It is expected to put forward a solution for reference to some problems and difficulties faced by online teaching of international Chinese language education in the post-epidemic period,and enrich the theoretical research in the field of online and offline blended learning.