Chinese Teachers Research Articles

The Evaluation of College Chinese Teaching Effect Based on Internet of Things Technology

Aiming at the problem of the evaluation of College Chinese teaching, based on the development of internet of things technology, this paper discusses the teaching rules of internet of things technology in detail and makes relevant analysis. Then, college students of different grades are selected and applied to the specific evaluation of College Chinese teaching based on internet of things technology. The experimental results show that college students of different grades have different effects on College Chinese teaching based on internet of things technology. In addition, in the process of College Chinese teaching, freshmen and sophomores have a positive evaluation of the effect of Chinese teaching and have a strong interest in Chinese learning while senior students have the worst evaluation and interest in learning. Finally, the paper analyzes the possible problems in the evaluation of College Chinese teaching based on internet of things technology.

Training and Mentoring of Classroom Action Research as a Strategy for Developing Chinese Teacher Skills

This proposed community service activity offers a solution in the form of training activities to increase teacher skills and competence. The intended training is for training and mentoring scientific work; the easiest is classroom action research (CAR). This is taken with the consideration that, besides being easy, it is also based on the real experience that Chinese teachers have gained in Surabaya. The implementation method to solve this problem is divided into three stages, namely the preparation stage, the implementation of training and mentoring, and post-training and mentoring. The results of the mentoring stated that participants considered this material in accordance with their practical needs as Chinese teachers and could adapt it to the conditions of their respective schools. Overall, the training was successful in creating a positive and meaningful experience for participants, illustrating the effectiveness and responsiveness of UNESA's Confucius Institute in meeting the needs of trainees.

First Language Lexical Attrition in a First Language Setting: A Multi-Measure Approach Testing Teachers of English

Research on first language (L1) attrition typically focuses on immigrant populations in their second language (L2) environment, yet we know comparably little about L1 attrition in the L1 setting. This study used two lexical tasks to test L1 attrition, a time-sensitive word decision task and a video retelling. Chinese teachers of English vs. Chinese teachers of other subjects (N = 25/group) were recruited at a secondary school in China. The aim was to provide an exploratory basis of the L2 influence on L1 lexical attrition in the L1 environment, both on the level of lexical comprehension and production. Mixed-effects models were used to analyse multiple measures including response accuracy and reaction times in comprehension, and lexical diversity, density, sophistication, and accuracy in production. The results showed Chinese teachers’ L1 lexical attrition in the form of longer response times to high-frequency Chinese words compared to non-English Chinese teachers, and the use of significantly fewer sophisticated words in their retellings. Also, teachers of English were faster and more accurate in decisions about Chinese borrowings from English, suggesting L2-driven influence on their mental lexicon. Considering participants’ background information, analyses showed that increased L2 exposure and frequency of use can predict L1 lexical attrition.

Fuzzy association rule mining for personalized the Chinese language teaching from higher education

Chinese Language learning grows ever more essential to develop the students’ personalities and values as the curriculum, thereby improving teaching strategies based on students’ learning preferences are more crucial. Students’ participation in learning the Chinese Language is generally minimal and typically operates in a passive learning mode. The development of the Chinese Language instruction in these higher educational settings will be impacted by the absence of an organized strategy for teaching the Chinese Language. An algorithm is called the Fuzzy Pattern-driven Personalized Teaching (FPPT) has been proposed to identify the association between the students learning patterns and interests in the Chinese Language in the higher education for providing the personalized teaching to solve these challenges. Fuzzy sets are incorporated into FP-Growth for personalized the Chinese Language learning to improve the suggestions by considering the ambiguous preferences and the proficiency levels. The fuzzy pattern is unrevealed by implementing the Frequent Pattern (FP) growth algorithm to find patterns in the students learning activity and preferences so that personalized the teaching methods can be developed to meet the needs of each student and maximize their motivation for the language learning. Using the support and the confidence measures, these identified Fuzzy association relationships of student learning interest results in personalized the Chinese Language teaching in the higher education. The experimental results showed that the proposed FPPT system significantly improved each student’s learning outcome, communication effectiveness, learning motivation, and the Language proficiency level.

Analysis of Differences in Chinese and English Classroom Teaching

Analysis of Differences in Chinese and English Classroom Teaching

Critical Translanguaging Capability as an Intercultural Pedagogy for Localizing Chinese Language Education

The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.

Investigation and Analysis of Chinese Language Teaching

The survey of Chinese teaching to overseas students is an empirical research method, which is also a common and effective part in educational science research. Appropriate teaching investigation and analysis can beneft teaching effciently. This paper pays attention to the situation of the elementary comprehensive Chinese course for Mongolian students in the School of International Exchange of Inner Mongolia Normal University, and takes the textbooks of "??????Developing Chinese" "?????I?Elementary Chinese (I)" and ???????? "I Want to Give Him a Gift" as the teaching case. This paper analyzes the teaching status of the elementary Chinese comprehen-sive course for Mongolian international students from two aspects: the current situation of teachers, teaching content and teaching objects, as well as the existing problems in the learning process.

Strategies for Studying Foreign Literary Works in Chi-nese Language Teaching in Ordinary High Schools

With the deepening development of globalization and the continuous strengthening of cultural exchange, foreign literature has occu-pied an important position in Chinese language teaching in ordinary high schools. This study explores teaching strategies for foreign literary works in ordinary high schools, aiming to enhance students multicultural understanding and humanistic literacy through literary works. The research methods include literature review, teaching experiments, and case analysis, with a focus on diversifed selection of textbooks, inter-active teaching, and student-centered evaluation. The results confrm that these strategies can effectively enhance students learning interest, cross-cultural understanding, and critical thinking, and have positive signifcance for their overall development and response to multicultural social challenges.

Analysis of Differences Between Chinese and American Teaching Methods

With the competition of various countries in the world in education, to further consolidate and improve national education, China and the United States are major countries with greater influence in the world, and both countries attach great importance to student education. Due to the differences in political and economic systems and ideological and cultural aspects, there are differences in the content, path and method of education between the two countries. This paper analyzes the different educational styles of China and America. In this paper, the Chinese and American classroom forms, assessment methods and the impact of different education methods on students are mentioned respectively, and finally some suggestions are given. Educational administrators should combine the excellent educational methods of the United States from various aspects to improve education, and to improve the competitiveness of education in the world, and people should also know the shortcomings of education in other countries to cope with the future development of education in country.

Practice and Effect Evaluation of Cultural Awareness Training in Teaching Chinese as a Foreign Language

The teaching of Chinese as a foreign language is not only the imparting of language skills, but also an important way to understand and spread Chinese culture. This paper discusses the importance of cultural awareness in the teaching of Chinese as a foreign language, and how to effectively practice it through classroom teaching, cultural experience activities and online resource platforms. The integration of cultural elements in classroom teaching, the personal experience of cultural activities, and the use of diversifed online resources together con-stitute the practical strategy of cultural awareness cultivation. Through the follow-up investigation and feedback analysis of students, the in-fuence of these practices on the enhancement of students cultural awareness and the improvement of teaching effect is evaluated. The results show that the comprehensive application of these strategies can signifcantly improve students cultural awareness and effectively enhance the effect of Chinese teaching.

A Study on the Impact of Teaching Models Guided by the Zone of Proximal Development on the Chinese Learning Effectiveness of Junior High School Students

The zone of proximal development, as an important theory in the concept of educational development, has always been valued by scholars in the past. However, most studies focus on exploring teaching models such as scaffolding teaching while neglecting the role of peer cooperation etc in teaching, especially in Chinese teaching. Against this background, the study used the semi-structured interview method to conduct interviews with three Chinese teachers from different junior high schools and teaching levels, aiming to organize and summarize the commonalities and differences in the interview content, to explore the application and importance of related teaching models in Chinese teaching of junior high school and attempt to study the impact of these teaching modes on Chinese classroom and students' learning efficiency. Research found that related teaching modes have received high application and attention in Chinese teaching in junior high school, especially the structured teaching mode. However, some controversial teaching models have not reached a certain level of recognition and importance, without wide application to Chinese teaching. Overall, the application of teaching modes related to the topic still has a very positive impact on the junior high school Chinese classroom, student learning effectiveness, teacher reflection on teaching, significantly improving the atmosphere of Chinese learning and mutual assistance in the class. Students have received good feedback in homework and exams and teachers adjust teaching progress based on tracking students' learning situations.

Exploration and Practice of Innovative Reading in Primary Schools from the Perspective of Life Education

Reading teaching is a teaching process that directly affects students' values and worldviews, and is an important way to promote the development of students' values. It is a special cognitive process for students to appreciate various aspects of life, understand life forms, experience-rich life emotions, and promote the complete development of their own worldviews and values. The values of primary school students are in the enlightenment period, therefore, it is important and necessary to implement life education-themed reading teaching in primary school reading teaching. The main body of the paper consists of the following three parts: The first part mainly elaborates on the relevant policies, social background, and core concepts of the paper, as well as the necessity and feasibility of conducting junior high school Chinese reading teaching practice from the perspective of life education. The second part mainly analyzes the current situation of primary school teaching practice, introducing the four methods summarized by the author in practice from the perspective of life education. The third part is a summary of the case results and insights gained from innovative reading from the perspective of life education.

Research Summary on the Smart Teaching Model and Its Application in Chinese Teaching

Smart teaching models have important value in the field of education, especially in the context of smart education. Smart teaching models can improve teaching efficiency and promote students’ individualized development. This article summarizes the research on smart teaching models, including the research on smart classroom teaching models in Europe, America, and Asian countries, as well as the research on smart teaching models in Chinese speaking and writing teaching. The article also proposes the constituent elements and teaching process design of smart teaching models and analyzes the advantages and limitations of smart teaching models.

Associations between school-wide practices and school-wide bullying: Advancing the cross-country understanding of teachers' perspectives from the U.S. and China.

To understand the role of different school-wide practices in school-wide bullying prevention in the global context, this present study was guided by the social-ecological framework to examine cross-country similarities and differences in the association between three forms of school-wide practices (i.e., punitive, positive, and social and emotional learning [SEL] practices) and school-wide bullying between United States (n = 1,833) and Chinese (n = 1,627) teachers from middle and high schools. Measurement invariance tests confirmed that the associations between the three forms of school-wide practices and school-wide bullying were comparable across the two countries. Results of multilevel analyses suggested that more frequent positive practices at the between-school level were associated with increased school-wide bullying in the United States but decreased school-wide bullying in the Chinese. Also, more frequent punitive practices at the within-school level were associated with increased school-wide bullying in both the U.S. and Chinese samples, and this positive association between punitive practices and school-wide bullying was significantly stronger in the Chinese sample than in the U.S. sample. More frequent punitive practices at the between-school level were also associated with increased school-wide bullying in the U.S. sample, but not in the Chinese sample. Moreover, the frequent SEL practices at the within-school level were significantly associated with decreased school-wide bullying in the United States, but not in China; the frequent SEL practices at the between-school level were associated with decreased school-wide bullying in the United States but increased school-wide bullying in China. Implications for school-wide practices in bullying prevention and intervention with sociocultural considerations were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

“It keeps us in solidarity”: embodied narrative in Chinese teacher education

ABSTRACT This paper presents a performance text, crafted by university researchers and teachers from a primary school in China. The “embodied narrative” is explored as theory, method, practice, event, and action within this collaborative inquiry. Through vignettes, we delve into the positionalities of teachers and teacher educators, highlighting the fluidity between participant, researcher, and performer roles. Our endeavor challenges the dominance of textualism in educational research, emphasizing “culture as performance” and “practice as research.” This embodied narrative approach allows teachers and teacher educators to bridge theoretical and practical divides, merge personal and public realms, and take proactive actions.

Folk Elements Compilation in Chinese Textbooks for Thai Elementary Schools

Background and Aim: Folk customs are an important part of culture, studying Chinese folk culture not only enhances Chinese learners’ language proficiency but also promotes their cultural exchange and fosters cross-cultural understanding. This research focuses on the folk elements in Chinese textbooks for Thai elementary schools, aiming to analyze the compilation of folk elements in terms of quantity, proportion, content, and difficulty level. Materials and Methods: A combination of literature review, comparative analysis, and interview methods is employed in this article to analyze the folk elements in six representative sets of Chinese teaching materials used in Thai elementary schools. Results: It was found that 1) The six representative sets of Chinese textbooks for Thai primary schools have rich and diverse folk elements, totaling over 4500. 2) Material folk elements are the most prominent, accounting for about 40.1%. They are followed by linguistic folk elements, comprising about 33.1%. Social folk elements comprise approximately 20.8%, while spiritual folk elements are the least represented, making up about 6.0%. 3) The folk elements are related to various social life topics and the associated Chinese vocabularies and expressions. 4) The difficulty levels of folk elements can be divided into elementary, intermediate, and advanced. Among them, elementary-level elements constitute the majority, comprising about 82.8%. Conclusion: Most of the representative Chinese textbooks in Thai primary schools have various types of folk elements. These folk elements may help Thai children grasp elementary Chinese vocabulary, social rules, and customs, and cultivate their awareness and ability for cross-cultural communication.

Chinese Teachers’ Job Satisfaction and Professional Engagement

This study aims to examine the key factors influencing teacher job satisfaction and professional engagement among educators in China, with the objective of shedding light on the intricate relationship between these dimensions within the educational context. The study comprises a sample of 262 primary and secondary school teachers, situated in the region of Northern Guangdong, China. The study utilizes the Work Engagement Scale, Work Values Scale, and Job Satisfaction Scale to assess various aspects of the research topic. To get meaningful results, the study applies rigorous statistical methods such as t-tests, F-tests, correlation analyses, and regression analyses. These analytical techniques are used to gain valuable insights from the data. The findings highlight a critical need for the implementation of comprehensive policy initiatives. Teachers demonstrate significantly diminished levels of satisfaction, especially in relation to remuneration, workload, availability of classroom materials, presence of supportive leadership, and the equilibrium between professional and personal life. Simultaneously, their level of professional involvement in domains related to their dedication to student achievement, passion, introspective approach, originality, and support for education is notably lacking. The results of this research provide insight into the need of implementing transformational policies that focus on improving teacher job satisfaction and professional engagement in order to strengthen the foundation of excellent education in China.

CHARACTERISTICS OF THE RELATIONSHIP PSYCHOLOGY BETWEEN TEACHERS AND STUDENTS IN THE PEOPLE’S REPUBLIC OF CHINA

The following article is devoted to the exploration of the relationship between teachers and students of China, whereas the typical traits of communication between Chinese teachers and students are not sufficiently explored to date. The aim of the research consists in consideration of the “teacher – student” relationships originality in comprehensive schools of the PRC. The tasks of the study are to analyze the influence of the Chinese philosophy in formation of the educational relations in China, to consider the place of a teacher and a student in the Chinese educational process, and to describe the level of communication between teachers and students of the PRC. The meta-analysis of the historical, philosophical, and psychological-pedagogical scientific works was served as the main method of the research. Results of the study. The analysis of the fundamental Chinese philosophical traditions and the official documents of PRC about the roles of the teacher and the students showed the social importance of the teacher`s role as a mentor, a leader, and an elder brother of the student, due to which we can observe the high level of respect among the students, what can also be followed by some degree of the fearfulness to teacher. The consideration of psychological-pedagogical scientific works of the foreign specialists had approved the following statements because the physical distance between a teacher and his students, and the structure of a classroom can create the certain differences between the subjects of education activity. Meanwhile modern Chinese educators endeavour to reduce the level of students` tension, building the academic and educational activities, which are based on the individual characteristics of students, and showing them the high level of attention and empathy.

Study on Chinese Character Acquisition Strategies for Beginner Level Second Language Learners

More and more scholars are paying attention to the acquisition strategies of Chinese as a second language. This is because when teachers fully understand learners' acquisition strategies, they can use this as an entry point to formulate teaching methods suitable for learners, and the teaching effect will naturally get twice the result with half the effort. For beginners, Chinese characters are considered to be the most difficult part of learning Chinese as a second language. Of course, it is necessary to study their acquisition strategies in detail. Combined with the characteristics of primary second language learners' Chinese character acquisition strategies, teachers can improve the shortcomings of Chinese character teaching design and implement more efficient and targeted classroom teaching.

ANALYSIS OF THE NEEDS OF MANDARIN TEACHING USERS ON LIVE STREAMING PLATFORMS

The rapid development of live streaming platforms has attracted an increasing number of knowledge sharers and learners. These platforms have expanded from entertainment and live commerce to knowledge sharing and monetization. Mandarin Chinese teaching has gained popularity due to its vast user base and relatively low teaching threshold. However, after a period of practice, some drawbacks have been observed, impacting teaching effectiveness and students' learning outcomes. Through questionnaires, specific student needs will be identified, and collaborative efforts among the platform, regulatory authorities, and content providers will be undertaken to improve and enhance Mandarin Chinese teaching on live-streaming platforms. This paper employs quantitative analysis to investigate the distribution of Mandarin learners on live streaming platforms, factors influencing their learning, and their satisfaction levels with the learning process. The aim is to provide valuable insights for future Mandarin teaching on live-streaming platforms and other educational domains. The rapid development of live streaming platforms has attracted increasing knowledge sharers and learners. These platforms have expanded from entertainment and live commerce to knowledge sharing and monetisation. Mandarin Chinese teaching has gained popularity due to its vast user base and relatively low teaching threshold. However, after a period of practice, some drawbacks have been observed, impacting teaching effectiveness and students' learning outcomes. Through questionnaires, specific student needs will be identified, and collaborative efforts among the platform, regulatory authorities, and content providers will be undertaken to improve and enhance Mandarin Chinese teaching on live-streaming platforms. This paper employs quantitative analysis to investigate the distribution of Mandarin learners on live streaming platforms, factors influencing their learning, and their satisfaction levels with the learning process. The aim is to provide valuable insights for future Mandarin teaching on live-streaming platforms and other educational domains.