Page 95 - Caietele_Confucius_11_2024

.Introduction
The COVID-19 has brought challenges to international Chinese education. Traditional offline teaching can no
longer meet the learning needs of foreign students. Online teaching, with its characteristics of transcending time and
space, has gradually become the main teaching mode during the epidemic period. However, online teaching faces a
series of problems such as unstable network and lack of authentic and diverse interactions. Since 2022, the COVID-
19 has normalized, some foreign students have been able to come to China, and most universities have resumed
offline Chinese classroom teaching. Meanwhile, some international students are still abroad. So there was a
situation where offline students and online students attended the same class together. How to provide students from
different countries with equal teaching resources while also completing classroom interactions is an urgent problem
that international Chinese teachers need to solve. The emergence of new situations is also driving changes in the
field of teaching to a certain extent, and the blended online and offline teaching mode is gradually playing an
important role in classroom teaching.He Kekang (2005) proposed the concept of "blended learning", believing that
blended learning can combine students' subjective consciousness and the leading role of teachers. Yang Zijuan and
Wang Qiang (2019); Chang Guilan (2020); Zhang Jian et al. (2020); Xia Pengfei (2022); Wang Chunxiu (2022);
Yang Guang and Li Shangran (2022); Liu Ting et al. (2022) studied this model through questionnaires, classroom
observation and other ways, and found that it can better realize classroom interaction and has better teaching effects.
However, there are differences in the definition of the scope of "hybrid" in previous research, and there is a lack of
research on the cross-cultural communication course based on the online teaching platform "Rain Classroom". The
"hybrid" discussed in this article includes three aspects: from the perspective of teaching objects, it is a mixture of
offline students and online students; From the perspective of teaching environment, it is a mixture of offline
classroom and online online teaching; From the perspective of teaching resources, it is a mixture of course resources
and online resources. This article takes the course of Cross Cultural Communication as an example to explore the
implementation of this teaching model and whether it can fully combine the different advantages of online and
offline teaching to meet the needs of students.

2.Analysis of the application of blended online and offline teaching mode in the second tier
2.1 Cross Cultural Communication Course
The Cross Cultural Communication course at Beijing Language and Culture University is a compulsory course
aimed at both Chinese and foreign students, consisting of two classes: Class 1 and Class 2. In order to better observe
the implementation of this teaching model in the classroom, this article selected the author's cross-cultural
communication class 2 as the research object. The teaching purpose of this course is to enhance students' cross-
cultural communication awareness through training, and to cultivate and improve their cross-cultural
communication abilities in classrooms with diverse cultural backgrounds. After learning relevant content, students
can improve their cultural sensitivity, truly understand and feel the differences between different cultures, and
engage in language and nonverbal communication with others appropriately in cross-cultural contexts.
2.2 "Rain Classroom" Platform
The "Rain Classroom" platform is an online teaching program launched by Tsinghua University. Its software
system consists of a mobile phone, a computer, and a remote server. Mobile phones and computers are mainly used
for classroom teaching, while remote servers are responsible for tasks such as data collection and analysis. Wang
Shuaiguo (2017) stated that the "Rain Classroom" platform is based on WeChat mini programs, where students can
receive course push notifications from teachers on WeChat after binding their accounts. After the teacher starts the
class, the rain classroom will automatically generate a check-in code, and students can use WeChat to scan and
complete the check-in. Rain Classroom is convenient for sending classroom exercises, and teachers can design
questions in the PowerPoint and set submission deadlines. After students submit, the backend will calculate the
specific answer situation, including the submission rate and accuracy rate of each exercise. Teachers can understand
students' learning progress by analyzing and organizing backend data. The Rain Classroom is also equipped with
bullet screen functions that are in line with current trends, which can effectively promote student participation in
classroom interaction. At the same time, this novel form can effectively promote interactive communication
between teachers and students, making the classroom lively and interesting.
2.3 Feasibility and necessity analysis
The course of Cross Cultural Communication relies on the "Rain Classroom" platform, with Tencent Meeting
as the live streaming tool and WeChat groups as the communication space. The students have all registered WeChat
accounts and successfully joined the Rain Classroom class. Students who participate in online courses have stable
networks and devices, and are able to use Tencent Meeting and Rain Classroom correctly. The students who
participated in the course offline also mastered the functions of Rain Classroom, such as check-in, answering
questions, and barrage. In addition to theoretical learning, this course focuses on cross-cultural practice. By

Caietele Confucius 93