Abstract
This study attempts to find a way to solve the problem of unsatisfactory interaction effectiveness in online synchronous elementary and advanced oral Chinese teaching, and to provide teachers with effective and intuitive teaching discourse guidance. The number of words output by students is the measure index. Firstly, this study analyzes the differences in the interaction effectiveness between different categories and forms of teacher discourse in the offline elementary and advanced oral Chinese demonstration courses based on the ELAN video annotation tool and Python, and proposes “Six Principles” for the usage of teacher discourse. Then, based on the DingTalk teaching platform, the “Six Principles” was applied to the online synchronous elementary and advanced oral Chinese courses. The interaction effectiveness before and after the application were compared experimentally to verify the effectiveness of the “six principles” suggestion. It was found that after teachers consciously adjusted discourse categories according to the “Six Principles”, the teaching interaction effectiveness was improved. The research ideas in this study have reference value for improving the interaction effectiveness of other online synchronous language teaching.
This research is supported by the Fundamental Research Funds for the Central Universities, and the Research Funds of Beijing Language and Culture University (No. 22YCX100).
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Wang, M., Xu, J. (2023). A Study on the Interaction Effectiveness of Teacher Discourse in Online Synchronous Elementary and Advanced Oral Chinese Courses. In: Hong, W., Weng, Y. (eds) Computer Science and Education. ICCSE 2022. Communications in Computer and Information Science, vol 1812. Springer, Singapore. https://doi.org/10.1007/978-981-99-2446-2_35
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