A Practical Study On The Initial Stage Of HSK Online Writing Clinic

Under the influence of the COVID-19,the development of online teaching has begun to take shape,and has broken through the time and geographical constraints.However,due to the difficulty of writing teaching,and the contradiction between the increasing learning needs of learners and the actual teaching arrangement,the organization and development of "HSK online Writing Clinic",the auxiliary tutoring activity,has become one of the effective means to reconcile the contradiction between the two.Based on a variety of theoretical foundations such as distance education theory,combined with the research status of language clinic abroad,this paper takes a number of learners with different language levels recruited independently as the research object,focusing on the action research of Chinese writing counseling through the organization and implementation of "HSK Online Writing Clinic".The author,through two questionnaires,designed two forms of counseling activities,namely "fixed diagnosis" and "emergency".By sending questionnaires twice and designing tutoring activities of "fixed diagnosis" and "emergency" at the same time,the author verifies whether the operation experience of "HSK online Writing Clinic" in the initial stage is replicable,whether the activity can improve learners’ writing ability and whether it can have a positive auxiliary effect on classroom teaching.The preliminary activities were mainly for middle and advanced learners.After the activities,the above assumptions were verified,and the following main problems were summarized: 1.The participants’ time concepts were significantly different,their sensitivity to time cut-off was low,and there was a phenomenon of late practice.2.Limited by their own arrangements,some participants missed more practice times.3.Most participants were unwilling to share their writing achievements,It’s hard to work in the link of "mutual evaluation and modification between students and students".4.Some participants begin to be interested in Chinese content beyond the task,including but not limited to language points,culture,etc.In response to the above problems,the following solutions are proposed: 1.Increase the number of reminders.After the reminders are released in the group chat,the private chat participants can ensure that the notification is in place.2.Communicate with the participants who are not willing to share the exercise to understand the crux of the problem.3.Add the "emergency" sessions.In the later stage of the activity,the junior and intermediate learners were added.Because of their weak language ability,they could not completely copy the practice of the middle and advanced level,so the link of "fixed diagnosis" was slightly adjusted:1.Different from the self-designed diagnostic exercise materials of the middle and advanced level clinics,they directly took the classroom teaching language points as the basis for the junior and intermediate learners’ practice,and extended it to consolidate the classroom knowledge points as the main purpose.2.In the evaluation and modification link,The "self-evaluation-peer evaluation-teacher evaluation" of the middle and advanced level is adjusted to "teacher evaluation-self-evaluation and modification-learners’ mutual evaluation and modification",and the premise of the implementation of the latter two steps is that the junior and intermediate learners adapt to and are familiar with the evaluation process.However,because of the greater uncertainty in the use of language points,junior and intermediate learners have the same strong demand for "emergency",but the difference between junior and intermediate learners is that they still stay at the level of language expression.This study provides some reference for the design and implementation of "HSK Online Language Clinic".According to the results of the study,the operation of "HSK online Writing Clinic" at the initial stage is reproducible to a certain extent,and it is indeed effective in improving the writing ability of participants and positively assisting classroom teaching,but online tutoring has great limitations,and when the number of participants reaches a certain scale,it will put forward higher requirements on teaching conditions and arrangements as well as teachers.