Since the outbreak of the COVID-19 epidemic in 2020, it has had a huge impact on the economy, education, life and other aspects of the world. Online teaching emerged as a new business format under the epidemic. As an international Chinese teacher, the author seized the opportunity of online teaching transformation and took advantage of the development convenience of the Internet to launch international Chinese online teaching for more than three years. In the classroom teacher-student interaction, classroom questions are inseparable. Effective questions can help students focus, stimulate students' thinking, promote teacher-student interaction, and detect and evaluate students' learning. But how to enhance the efficiency of classroom questioning is not only a big problem in the traditional classroom, but also the main bottleneck that the author has met in the course of on-line teaching. Therefore, this article is based on the LingoAce online Chinese teaching platform and combined with the author's teaching practice to collect online Chinese lesson videos of 4 teachers of intermediate comprehensive Chinese courses. Each class period is about 55 minutes, totaling 220 minutes. While observing the video and transcribing it into corpus, we began to study the effectiveness of questioning in the international comprehensive Chinese online teaching intermediate class. This article is divided into 4 sections: The first part is the introduction, which mainly outlines the topic selection background, research significance and research status of the international Chinese online questioning effectiveness research. The second part is the data analysis of classroom questions from teachers who transcribe corpus in LingoAce’s one-to-one online Chinese teaching classroom. The third part is the corpus validity analysis of online classroom questions. This chapter first introduces the establishment of evaluation criteria for the effectiveness of online classroom teacher questioning, and then evaluates the effectiveness of classroom questioning from the perspectives of teacher question presets, number of questions, question types, question content, waiting time after asking questions, and teacher reflection after asking questions. Analyze. The fourth part uses the above video observation to discover the problems and influencing factors of the effectiveness of questioning in international Chinese online classes, and finally puts forward some suggestions for the problems of effective questioning in online classes.
2020年新冠疫情爆发以来，对全世界的经济、教育、生活等方面带来了巨大的冲击。疫情下线上教学作为一个新业态应运而生，笔者作为一名国际中文教师，把握住线上教学转型这个机会，借由互联网的发展便利，展开了为期3年多的国际中文线上教学。在课堂的师生互动中，是离不开课堂提问的。有效的提问能够帮助学生集中注意力，激发学生思考，促进师生之间互动，并且检测和评估学生学习情况。但是，如何有效地提高课堂提问的效率，却一直是一个困扰着传统教学的问题。因此，本论文以LingoAce英语在线汉语教学平台为基础，并根据自己的教学经验，搜集了四名汉语中级汉语课程的在线录制录像，每节约55分钟，总计220分钟。本研究通过对在线汉语综合课程在线教学过程中的问题进行分析，并将其转换成语料库。本文共分为4个部分：第一部分是绪论，主要概述了国际中文线上提问有效性研究的选题背景、研究意义以及研究现状。第二部分，LingoAce一对一线上汉语教学课堂转写语料教师课堂提问数据分析。第三部分，线上课堂提问的语料有效性分析。本章首先介绍了线上课堂教师提问有效性评价标准的建立，然后，从预设的问题、提问的数量、提问的类型、提问的内容、提问后的等待时间和教师的自我反省五个方面来分析提问的有效性。第四部分通过上文视频观察，发现国际中文线上课堂提问有效性存在的问题、影响因素，最后针对线上课堂有效提问存在的问题提出一些建议。
