Education Quarterly Reviews

ISSN 2621-5799

Published: 13 July 2020

Challenges for Moving Chinese Language Courses Online

Mohammed Alfatih Alzain Alsheikhidris

Yangzhou University, China

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10.31014/aior.1993.03.03.141

Pages: 300-312

Keywords: Chinese Language Courses Online, Challenges, Countermeasures

Abstract

In the context of education globalization and informatization, the open education resource movement supported the concept of "open sharing" is a crucial trend within the development of worldwide education. The large-scale online open curriculum (MOOC) could be a new development and breakthrough within the open education resource movement and features a profound impact on the inheritance of human civilization and also the way of informal learning. Especially after the spread of the corvid-19 pandemic in early 2020, the importance of digital education has increased. Worldwide, school systems have been impacted by the COVID-19 pandemic and nearly all schools, universities and colleges have been closed down. UNESCO recommends that, in response to high school terminations, distance learning and open training programs and platforms be used by schools and teachers in order to remotely achieve learners and reduce disturbances in schools. No doubt positive impact of online courses on curriculum and teaching Chinese in colleges and universities. The online course can change the subject of the exploitation of curriculum, enrich the curriculum content in colleges and universities, change the curriculum carrier in colleges and universities, and change the means of curriculum implementation, it contributes to the improvement of teachers' professional knowledge and skills and the effect of classroom teaching, it also helps students to train their ability of active learning and to enrich their study life. But as a new teaching resource, the online course also has the negative impact of the online course on curriculum and teaching in colleges and universities, it can strike the traditional curriculum, make the relationship between teachers and students alienated, make teachers become more dependent on it, and disperse the attention of students. As an emerging curriculum teaching model, Chinese language online courses are a course within which most or all content is conducted online. Therefore, its emergence and development will inevitably bring challenges to the standard college curriculum and teaching. Online courses won't only bring challenges to school teaching ideas, course resource management, attainment management, course network security management, teaching process management, teaching evaluation, etc., but also to teachers ’ideological awareness, teachers’ teaching ideas, teachers ’roles, Teachers ’curriculum development techniques, students’ self-knowledge, students ’self-learning ability, and self-control ability pose challenges. this text attempts to explore the challenges of online courses to school courses and teaching through the analysis and discussion of online courses mainly supported micro-courses and MO courses.

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