Research On Teaching Model Of Authentic Live Streaming Chinese

This paper introduces and supplements the Authentic Live Streaming Model of Short-term Chinese Teaching proposed in the article "Construction and Practice Research of Short-term Chinese Teaching Mode of Authentic Live Streaming " from the aspects of teaching objectives,teaching content,curriculum planning,personnel division of labor,teaching strategies and teaching procedures,and on this basis Combined with specific cases,the problems arising in the teaching process of authentic live streaming Chinese are analyzed,and the implementation strategies for the interaction objects,authentic live streaming venues,emergencies and the division of labor of the teacher team are proposed,that is,prepare in advance,find the interactive objects who want to speak,can speak,speak clearly and effectively,and communicate carefully with the interactive person;Understand the site environment in advance,patiently communicate with the venue staff,and prepare alternative plans;Make plans for venues,weather,equipment and networks in advance,and adapt to emergencies;Flexible team division of labor,more communication within the team.Based on the homework,grammar practice,personal display and evaluation feedback form of students in the Vietnamese authentic live streaming Chinese class,this paper evaluates the teaching mode of the authentic live streaming Chinese,and finds that the emotional attitude goal is basically achieved,and the students have made certain progress,but the learning effect of some grammar needs to be improved.This paper also collects the views of students,teachers,project teachers and model proposers on the authentic live streaming Chinese teaching mode,and evaluates the authentic live streaming mode from the perspectives of learners,implementers,participants and model proposers.The analysis found that everyone believes that the authentic live streaming teaching mode has strong authenticity and interestingness,among which learners think that the Chinese lessons in this mode are novel,interesting,moderately difficult,and the teaching content is practical,and they can communicate with real Chinese to improve their Chinese proficiency,and they are highly satisfied with the reality live teaching mode.The implementer believes that the teachers of the authentic live streaming Chinese class believe that the teaching content in this mode is highly dependent on the situation and is easily affected by emergencies,and the teaching content is mainly oral Chinese,which requires teachers to flexibly adjust the teaching content;Teachers do not have a unified opinion on what level of students are more suitable for this model,and some teachers do not have a good understanding of the role and teaching goals of teachers in this model;In addition,they believe that there is still room for optimization in the division of labor,teaching themes,curriculum settings,opportunities for student communication,length of lessons,picture effects presented,and teaching activities.Participants believe that the Authentic Live Streaming Chinese teaching mode is a teaching mode with a wide audience that can bring real experience to students,and it also has value after the epidemic.The proponents of the model believe that the core of the teaching mode of Authentic Live Streaming Chinese is to create situations for students and carry out real communication,which is real and unpredictable.It is a short-term Chinese teaching,does not exclude online teaching,and is an alternative to summer camps during the epidemic rather than the best solution.Teachers of the Authentic Live Streaming Chinese teaching mode should have strong professional ability and play the role of bridge,rather than playing the role of tour guide.Combined with the observation of the length of teaching sessions and interaction types in live classes in Vietnam,the author believes that the advantages of Authentic Live Streaming Chinese teaching mode in Vietnam are that it can enable students to learn language and use in real situations,have rich and far-reaching interactions,continuously attract students’ attention,and at the same time achieve language point learning and use,break the boundaries of time and space and maintain the safety of teachers and students during the epidemic.The disadvantages lie in the lot of preparation,the many unexpected situations,the difficulty of operation,and the virtual experience.The author believes that after the epidemic,there are three development paths: the coexistence of Authentic Live Streaming classes and offline summer camps,the combination of Authentic Live Streaming classes and online classes,and the combination of Authentic Live Streaming classes and offline teaching,and each unit can flexibly choose according to their needs.