A Practical Study on the "Three-Integrations" Model of Chinese Language Teaching in Higher Education Based on Flipped Classroom: A Case Study of Beijing Union University
DOI:
https://doi.org/10.18063/cef.v3i5.1202Keywords:
International students in China, Chinese language teaching, Flipped classroom, Teaching reformAbstract
With the acceleration of the internationalization of Chinese education, the education of international students in China has encountered multiple challenges, including national policy requirements, institutional demands for international development, and the impact of the COVID-19 pandemic. Taking Beijing Union University as an example, this paper explores the rationale and outcomes of a comprehensive reform in Chinese language teaching for international students based on the flipped classroom model. By implementing a "three-integrations" approach—combining online and offline learning, integrating classroom instruction with self-directed study, and bridging formal classroom teaching with extracurricular activities—the university has achieved significant improvements in Chinese language education for international students. These improvements include enhanced performance in the HSK examination, strengthened institutional branding, a refined curriculum system, and elevated quality in talent cultivation. The findings indicate that the integration of the flipped classroom model with cutting-edge pedagogical theories offers innovative solutions to the challenges in Chinese language teaching for international students.
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