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complete preview and review tasks on time, improving learning efficiency. Student C believes that the blended
learning model brings new experiences and increases their enthusiasm for classroom participation. Student D
expressed that this teaching model has great inclusiveness and can adapt to different classroom contents. Student E
believes that this teaching model is currently the most suitable way for themselves.
Question 2: What advantages do you think blended learning has compared to offline and online teaching?
Five students discussed the advantages of blended learning from different perspectives. Student A proposes a
blended learning approach that combines online and offline resources from the perspective of teaching content,
making classroom content more diverse. Student B believes that blended learning is more flexible in terms of
learning methods, and students can choose their own teaching methods. Student C mentioned from the perspective
of classroom communication that blended learning provides each student with more freedom and ample
opportunities to speak. Student D believes that blended learning has better learning outcomes than online and offline
teaching, and they are more focused in the classroom. Student E mentioned that blended learning facilitates their
participation in classroom discussions and enables timely interaction with Chinese classmates.
Question 3: What problems have you encountered in blended learning online and offline?
The problems encountered by the 5 students in the course mainly include technical and network issues. Student
A mentioned that they were not familiar with the functions of Rain Classroom at the beginning, and they ignored the
time limit when answering questions, resulting in being unable to submit. Students B and D have also experienced
similar situations. Three students also expressed that this issue has been resolved with the increase of proficiency in
using Rain Classroom. Students C and E reported encountering a signal difference during class that caused the live
broadcast to lag.
Question 4: Do you think blended online and offline teaching can meet your learning needs?
Five students all expressed that this teaching model can meet their learning needs. Student A believes that
blended learning integrates cross-cultural communication knowledge and practice, classroom interaction, and
group cooperation to help them understand the differences between different cultures. Students B and E also
mentioned that they have gained a deeper understanding of other cultures during group collaboration and cross-
cultural case analysis. Both student C and student D believe that blended learning meets their needs for learning
knowledge and communication interaction.
Question 5: What do you think is the effect of blended online and offline teaching mode?
Student A believes that this teaching model has good effects, reflected in rich cross-cultural communication
knowledge and sufficient communication practice. Student B proposed that the course report of Rain Classroom can
verify their learning effectiveness and facilitate their adjustment of classroom status. Student C talked about the
significant effect of blended learning mode, which combines pre class preview, classroom discussion, and post class
review to make knowledge mastery more solid. Student D believes that this model is conducive to promoting
students' active participation in the classroom. Student E also reported that they have learned more cross-cultural
communication knowledge both inside and outside of class.

5. Conclusion
The overall learning effectiveness of the students and the feedback from five classmates on the interview
content both show that the blended online and offline teaching mode based on the "Rain Classroom" platform has
played a positive role in the cross-cultural communication course. This teaching model can flexibly meet the
learning needs of different students and fully combine the advantages of online and offline teaching, enabling
effective cross-cultural interaction among students. This study provides support for the development of this
teaching model through classroom examples. Li Quan (2020) proposed that the construction of the discipline of
international Chinese language teaching should integrate offline teaching and online teaching for overall planning.
Against the backdrop of the epidemic, the implementation of a blended online and offline teaching model in the field
of international Chinese education is in line with the needs of domestic and foreign students, as well as the future
trend of subject development. This model is no longer a replacement and supplement to traditional offline or online
teaching, but should be promoted as a mainstream and normalized teaching model, complementary to the
development of disciplines.

Notes
① This data is sourced from the Rain Classroom backend database.

References
Chang Guilan 2020:Research on the "Online+Offline" Hybrid Teaching of Chinese as a Foreign Language,

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