A Note on the Teaching Video
I have provided a link to a 30–50-minute pre-recorded instructional video for CHI 6499: Second Language Acquisition and Chinese Language Learning in the program of MA Chinese as an International Language, in which I guide pre-service Chinese teachers through the requirements and methodologies for their practicum term papers.
In the video, I guide the students to collect primary language data from their own Chinese learners (elementary through college level) during practicum placements and compare these data against representative texts from learners of different L1 backgrounds in the HSK Dynamic Composition Corpus (汉语水平考试动态作文语料库3.0). Students can analyze their learners' L1 related learning difficulties, language errors and proficiency levels to produce a 2,000–2,500-word empirical research paper.
Because this recording is pre-produced, it does not feature live student interaction, it does not showcase live student interaction. In a standard classroom context, my teaching is highly dialogic, interactive and student-centered. Rather than relying on traditional lecturing, I act as a facilitator to prioritize active participation, peer collaboration, and communicative task-based learning.
关于教学示范视频的说明
我附上了一段30–50分钟的预录教学视频，对应课程为国际汉语教学硕士生的“CHI 6499：第二语言习得与汉语学习”。视频内容为指导职前汉语教师完成实习论文的研究与报告撰写。
视频中，我详细阐释了期末研究任务的具体要求：学生需在实习期间（教学对象涵盖小学、中学至大学阶段的汉语学习者）采集第一手语言数据，并将其与“汉语水平考试动态作文语料库3.0”中不同母语背景学习者的代表性语料开展对比分析。学生需借助语料库分析工具与课程理论框架，综合考量与母语背景相关的学习难点、语言熟练度等变量，对学习者的语言偏误进行系统剖析，最终撰写一篇2000至2500字的实证研究论文。
鉴于该视频专为学生实习设计，未能在录制中呈现实时师生互动。但在常规线下课堂中，我的教学始终秉持对话式、高度互动及“以学生为中心”的理念。我摒弃单向灌输式的传统授课，转而担任教学引导者，将学生的积极参与、同伴协作以及任务型交际教学置于课堂体验的核心位置。