A STUDY ON DEVELOPING AND APPLYING A “THREE-STAGE PROGRESSIVE” MICRO-LESSON MODEL IN ELEMENTARY CHINESE FLIPPED CLASSROOMS

Abstract

This research is situated within the global wave of educational digitalization, which is driving universities to adopt digital teaching models. The Chinese Language Department at Ho Chi Minh City University of Education is pioneering this transition, implementing a blended learning system (in-person and online) for its elementary Chinese language courses with full implementation expected in the 2024–2025 academic year. The study focuses on developing and applying a micro-lecture model following a "three-stage process" for these courses. Firstly, it analyzes the unique advantages of micro-lectures in breaking through key difficulties in traditional Chinese teaching and enhancing language practice effectiveness. Second, it demonstrates the applicability and potential of micro-lectures in flipped classroom contexts for elementary Chinese learners. Thirdly, this systematically elaborates on the design standards and production process of three-tiered progressive micro-lectures, including core elements such as hierarchical teaching content, digital resource integration, and the connection of teaching activities. Finally, this article proposes solutions to real-world challenges in micro-lecture development, including unsuitable topic selection, conflating micro-lectures with classroom recordings, overloading knowledge density while neglecting deep learning, and excessive emphasis on visualization and entertainment. The findings aim to provide theoretical support and practical reference for building a Chinese blended learning paradigm with regional characteristics.