DefinePK

Research Objective

To develop a comprehensive Chinese language teaching framework for Vietnamese learners of Chinese at Honghe University in China, viewed through the lens of innovative educational productivity, by harnessing the advantages of new quality productivity.

Methodology

The study employs a combination of literature analysis and case studies. It begins by collecting, organizing, and analyzing pertinent literature on the educational application of new quality productivity. This is followed by in-depth case studies to analyze "new productive forces" and refine a teaching model prototype. The research involves an iterative process of collecting and analyzing data, with a focus on identifying the research object (new quality productivity in educational settings), delineating central issues (leveraging new quality productivity to redesign a Chinese language learning model), comprehending the context of Chinese language instruction for international students, and proposing a reconstructed teaching model. Specific applications of new quality productivity in education, such as MOOCs, remote live classrooms, and oral recognition software, are analyzed and integrated into the model.

Methodology Flowchart

                        graph TD;
    A["Literature Analysis"] --> B["Case Studies: New Quality Productivity in Education"];
    B --> C["Identify Research Object & Central Issues"];
    C --> D["Analyze MOOCs, Remote Live Classrooms, Oral Recognition Software"];
    D --> E["Integrate Technologies into Prototype Model"];
    E --> F["Refine and Finalize Teaching Model"];
    F --> G["Conclusion & Implications"];                    

Discussion

The paper argues that by capitalizing on the attributes of high technology, high efficiency, and high quality inherent in new productive forces, it is feasible to address challenges in Chinese language learning for international students. The integration of modern information technologies like MOOCs, remote live classrooms, and oral recognition software represents a shift from traditional industrial growth models to high-tech, high-efficiency, and high-quality educational practices. This approach is crucial for meeting the growing global demand for Chinese language education and supporting China's cultural soft power.

Key Findings

A finalized Chinese language teaching model for international students has been developed by integrating MOOCs, remote live classrooms, and oral recognition software. This model emphasizes flexible learning "anytime and anywhere," enhances the alignment between the supply and demand of Chinese language education, and considers students' potential career paths in its objectives.

Conclusion

The development of effective Chinese language learning and teaching models globally is imperative due to the surge in Chinese learners, which fosters intercultural communication and supports initiatives like the Belt and Road. The research successfully integrates new quality productivity through MOOCs, remote live streaming classrooms, and oral recognition software into a prototype teaching model for Vietnamese students, resulting in an advanced framework that enhances learning flexibility and improves the matching of supply and demand in Chinese language education.

Fact Check

1. The 2023 Ministry of Education Briefing (Issue 62) highlighted the need for expanding external communication channels and innovating digital international Chinese teaching models. (Confirmed by reference 1).
2. The 2024 National Language and Writing Work Conference emphasized the strategic importance of new productive forces for language and writing tasks. (Confirmed by reference 4).
3. MOOCs are described as having segments of approximately ten minutes per video. (Stated in the text).

Mind Map