移动微学习理论视角下的中文App教学设计分析——以HelloChinese为例  

An Analysis of Chinese App Teaching Design from the Perspective of Mobile Microlearning Theory:A Case Study of HelloChinese

作　　者：李姝姝 刘芳 曹洪豫 Li Shushu;Liu Fang;Cao Hongyu

机构地区：[1]北京语言大学国际中文教育研究院 [2]中国政法大学国际教育学院 [3]军事科学院军事法制研究院

出　　处：《国际中文教育(中英文)》2025年第1期112-127,142,共17页International Chinese Language Education

基　　金：国家语委“十三五”科研规划2020年度一般项目(全球中文学习联盟研究专项)“基于大数据分析的国际中文移动学习行为及教学方法研究”(项目编号:YB135-154)的阶段性研究成果。

摘　　要：本研究在移动微学习理论指导下,以中文教学应用程序HelloChinese为研究对象,探究其在课程内容、教学理念和教学方法等方面的特点。课程内容等级方面,HelloChinese涵盖了相当于HSK1—4级和《国际中文教育中文水平等级标准》初等三级水平的内容;教学理念和方法上,该应用程序秉持游戏化、沉浸式、微型化和个性化的教学理念,采用了测试、播客和故事教学法。本研究建议开发者进一步深化应用程序的交互性和社交性学习功能,同时加强对测验练习质量的监控,并在游戏设计中融入更多竞争元素和层级挑战,以提升用户体验、增强学习成效。Guided by the Mobile Microlearning Theory,this study investigated the characteristics of the Chinese language teaching application HelloChinese in terms of its course content,teaching philosophy,and teaching methods.In terms of the level of teaching content,HelloChinese covers the content equivalent to HSK levels 1-4 and level 3 of Chinese Proficiency Grading Standards for International Chinese Language Education.In terms of teaching philosophy and methods,the application adheres to the teaching concepts of gamification,immersion,miniaturization and personalization,and adopts test,podcast and story teaching methods.It is suggested that the developers of HelloChinese further enhance the interactivity and social learning functions of the application,strengthen the monitoring of the quality of quizzes and exercises,and incorporate more competitive elements and hierarchical challenges into the game design to enhance user experience and improve learning effectiveness.

关 键 词：HelloChinese 教学应用程序 移动微学习理论 国际中文教育 

分 类 号：H08[语言文字—语言学]