线上汉语教学三步走

Three Steps of Online Chinese Teaching

新冠疫情的爆发让“互联网+教育”“云教育”“在线教育”成为汉语教学的常态。相比传统课堂教学,线上教学看似只是教育空间的转换,实则是两种完全不同的教育理念与教学模式。线上学习的交互方式不再是面对面的人际交互,没有教师直接连续的关注,没有同伴的行为参照,学生靠学习任务来驱动。在这种学习环境下,如何引导教师转变教学思维,重构教学逻辑?本文归纳了北京语言大学留学生线上汉语教学自开展至今三个发展阶段的特点及所实现的跨越式转变,由尝试阶段线下教学线上化,建立起多模态的教学平台,到翻转阶段实现教学模式的突破,再到深化阶段教育技术与教学的进一步融合,教学模式的进一步优化;探讨了有关线上学习支持服务、教学的交互性、碎片化学习与深度学习的关系、学习能动性等方面的问题,提出了构建系统的学习支持服务模型、拓展合作学习的模式、使思维可视化、为学生减负等解决问题的思路与策略。

The COVID-19 pandemic has made“Internet+education”,“cloud education”and“online education”the normality in teaching Chinese as a second language.Compared with traditional classroom teaching,online teaching,involving different educational concepts and teaching modes,is more than a change of educational space.Without face-to-face interaction,there is no direct and continuous attention from teachers and reference to peers’behaviors.Therefore,students are driven by task learning.In this case,teachers are supposed to change their mindset and reconstruct teaching logic.The paper summarizes the characteristics of the three developmental stages of online Chinese teaching for international students at Beijing Language and Culture University,and the great strides achieved,namely,the trial stage of offline teaching going online during which a multi-modal teaching platform was established,the flipping classroom stage at which a breakthrough in the teaching model was achieved,and the advanced stage of further integration of educational technology and teaching and further optimization of teaching models.Problems concerning online learning support services,interactivity of teaching and learning,the relationship between fragmented learning and deep learning,and learning dynamics are discussed,and ideas and strategies to construct a systematic learning support service model,expand the model of cooperative learning,visualize thinking,and reduce the burden for students are proposed.