An Empirical Study On The Effects Of Different Teaching Modes In The Intermediate And Advanced Stages

Due to the impact of COVID-19,a large number of international students have been stranded overseas,making it difficult to continue the traditional offline classroom model.International Chinese language education has also shifted from offline classroom delivery to online delivery.After the end of the epidemic,it is worthwhile to study whether the online live teaching mode and the online asynchronous teaching mode,which have a wide coverage,can continue to occupy a place in international Chinese language education,and whether there are differences in the teaching effectiveness of the three teaching modes.In this paper,we use comparative experiments,questionnaires and interviews to discuss whether there are effects of different teaching modes on the teaching effectiveness of Chinese language in the intermediate and advanced stages,in which aspects these effects are manifested and the reasons for these effects.First,we conducted a comparative experiment on the teaching effect of the integrated Chinese class "Big Data Era" at the middle and senior levels under different teaching modes.Through the analysis of the classroom quizzes,we found that the overall effect of different teaching modes on the teaching effect was small,and the difference in teaching effect between the three teaching modes was not significant;,however,there were different grade differentiation phenomena and certain differences in classroom attention under the same teaching mode,meanwhile the online mode is more testing for students’ learning autonomy.In order to understand the real feelings of students and teachers under different teaching modes,additional questionnaires and interviews were conducted.Through the questionnaire survey,it was found that the current teaching mode choice was not consistent with the ideal teaching mode choice,and the students’ perception of the difference in the effectiveness between different teaching modes was not obvious.Through the interviews with 5 students and 2 teachers,it was found that the choice of teaching mode is influenced by the purpose of learning Chinese and external conditions,and teachers have autonomy in the choice of teaching mode,and the choice of teaching mode should be combined with the characteristics of different stages and lesson types.Through a comprehensive analysis,the reasons for the differences in the selection of different modes of instruction were explained in terms of the mode itself,teachers’ teaching and students’ learning experience.The advantages of different teaching modes should be highlighted.stages and lesson types.