Eurasia Joint Customized Training Course 45 Teachers from Chung Hwa Middle School Benefited Greatly

(Brunei, 9th) Recently, the “Famous Teacher Lecture Hall” Eurasia Three Schools Joint Customized Training Course, organized by the China Chinese Language Education Foundation and hosted by Beijing No. 4 Online School, concluded successfully. Forty-five teachers from Chung Hwa Middle School, Brunei, completed the course and benefited greatly.
On April 26, the opening ceremony of the China Chinese Language Education Foundation's “Famous Teacher Lecture Hall” Eurasia Three Schools Joint Customized Training Course was successfully held online. Deputy Director of the Project Management Department of the China Chinese Language Education Foundation, Zhang Han; Principal of the London Mandarin Chinese Character School, Liao Xiuqin; Teaching Director, Yang Ling; Principal of Chung Hwa Middle School, Brunei, Xu Yuelan; Vice Principal, Ma Haiyao; Assistant Principal, Chen Meidian; and Vice Principal of the Pakistan CPECI Chinese Language College, Ma Yufeng, attended the opening ceremony, which was hosted by Director of the Overseas Department of Beijing No. 4 Online School, Zhai Ying.
In her speech, Zhang Han, Deputy Director of the Project Management Department of the China Chinese Language Education Foundation, reviewed the efforts made by the foundation over the years to promote the development of Chinese language education. These include organizing famous teacher lecture halls, immersive classrooms, and global Chinese recitation competitions as branded projects. She emphasized that the foundation always focuses on the actual needs of Chinese schools, placing teacher training as a priority. The content of this training was closely aligned with the characteristics of the three schools, helping teachers to enhance their teaching abilities. She stated that in the future, the foundation will continue to deepen the integration of online and offline models, support the development of Chinese schools overseas, and promote the building of a global Chinese education community.
Principal Xu Yuelan of Chung Hwa Middle School pointed out during the opening ceremony that against the backdrop of multicultural integration, Chinese language teachers bear the dual mission of language teaching and cultural dissemination. She expressed gratitude to the foundation for continuously providing quality resources and hoped that teachers would actively explore localized and digitalized innovative paths for Chinese education.
She noted that this joint customized course focuses on hot topics in overseas Chinese education and was tailored to include systematic training in areas such as teaching methods, course management, and cultural practice. Both the professionalism of the expert team and the specificity of the course content greatly benefited the teachers who participated in the course training.
Principal Xu emphasized that in the context of multicultural integration overseas, students need not only to learn language but also to understand the roots and spiritual essence of Chinese culture. Teachers should not only impart knowledge but also become disseminators of Chinese culture and bridges for the exchange of civilizations between China and other countries. However, faced with the teaching challenges of the new situation, only by keeping pace with the times and delving into professionalism can Chinese education overseas flourish with lasting vitality.
After the opening ceremony, Mr. Zhang Tao from the Malaysia International School taught the first lesson of this training, "Differentiated Chinese Teaching and Learning Effect Assessment." Over the next month, a total of six courses were offered within this customized course, with rich and diverse content.
The second lesson was taught by Dr. Zhang Lianyue, an associate professor at the International Education College of Qingdao University, entitled "How to Help Students Memorize Words—From Input to Output."
The third lesson was taught by Teacher Yao Wei from the Tsinghua IUP Chinese Center, entitled "Differentiated Classroom Management Practical Skills."
The fourth lesson was taught by Professor Yu Jie, Deputy Dean of the School of Primary Education at Capital Normal University, entitled "Children and Adolescent Psychology."
The fifth lesson was taught by Teacher Wang Tao, a lecturer at the Chinese Language Institute of Beijing Second Foreign Language Institute, a Master of Computer Software Engineering from Nanjing University, and Executive Deputy Director of the Chinese Audio-Visual Theory and Application Research Center, entitled "Multimodal Teaching Theory and Its Practical Application in Chinese Language Teaching."
The sixth lesson was shared by Teacher Yu Haicheng from the Western Branch of Miaomiao Chinese School in Queensland, Australia, entitled "Overseas Chinese Classroom Cultural Teaching Case."
With a history spanning over a century, Chung Hwa Middle School has done extensive work in Chinese language teaching and the dissemination of Chinese culture over the years. In keeping with the times, 45 teachers participated in this year's joint customized course hosted by the China Chinese Language Education Foundation. These six special training sessions were like timely rain, providing guidance with both theoretical depth and practical value for teachers in their multicultural Chinese teaching practice, greatly benefiting them. Whether kindergarten or middle school teachers, they all provided feedback and shared their learning experiences after the classes.
Shen Manling (Kindergarten Assistant Principal):
From Teacher Yu Haicheng's course, I learned teaching methods more suitable for young children. For example, using body language to integrate Chinese characters into stories, playing "you do, I guess" games to enhance children's understanding of Chinese characters, communicating more with parents to understand students' growth outside of class, and paying attention to the storytelling, educational, entertaining, and contemporary aspects when selecting materials. I believe early childhood education should incorporate new ideas into teaching practice to continuously improve classroom teaching quality, allowing young children to learn Chinese from multiple perspectives and pass on Chinese culture.
Du Xiuying (Acting Assistant Principal):
I found the concept of "managing the classroom for the students rather than managing the students for the classroom" in classroom management refreshing. This means classroom management should focus on the growth and development of students rather than solely maintaining order. Establishing clear classroom rules is the foundation, but more importantly, they should be enforced with a gentle yet firm attitude. "Gentle" reflects respect and understanding for students, while "firm" ensures the authority and seriousness of the rules. Moreover, creating a safe and comfortable learning environment for students involves environmental shaping, teacher image shaping, building positive teacher-student relationships, and fostering a positive classroom atmosphere.
Deng Qiaolin (Chinese Department Head):
For students with overseas backgrounds, I found the course content highly enlightening. The audio-visual class breaks the limitations of traditional language learning, understanding speech from the context, in line with learners' dominant image thinking. The "China Micro Lens" textbook is rich and diverse, capable of attracting students' interest while aligning with their curiosity about the world and desire to explore new knowledge. In phonetic teaching, video resources solve the problem of detachment between traditional teaching and natural language, helping students accurately imitate pronunciation and lay a strong phonetic foundation. Vocabulary teaching through video presents a variety of contexts, allowing students to easily understand the meaning and emotional color of words, meeting the cognitive development needs of different age groups.
Bei Rongcai (Elementary School Assistant Director):
What impressed me was the teaching form utilizing affinity creation and interactive dimension design, flexibly using skits, role-playing, and other methods to successfully bring historical figures "to life," making the classroom lively and interesting. This makes virtue education no longer abstract; students can deeply understand the rich connotations of traditional virtues through personal experience. These innovative ideas and methods inject vitality into overseas primary school Chinese classrooms, enhancing learning interest and effectiveness, which merits further promotion.
Su Qiaohan (Junior School Assistant Director):
The training course proposed teaching strategies based on age and ability, demonstrating a strong focus. At the early age stage, Chinese character teaching is conducted using body language and interactive games, perfectly suiting children's lively nature and love for games. In this relaxed and pleasant atmosphere, children can easily acquire knowledge and significantly enhance their sense of participation in learning. Additionally, cultural comparison and historical journey activities further expand their horizons and effectively stimulate a strong interest in multiculturalism. At the older age stage, the focus is on conducting cultural comparison activities to cultivate students' cross-cultural awareness, aiding them in recognizing the world from a broader perspective.
Zhang Qingfu (Middle School Teacher):
Professor Yu Jie's course on "Children and Adolescent Psychology" made me rethink the psychological mechanisms behind student behaviors. Chinese students in Brunei often face dual challenges of cultural identity and local adaptation, with some students exhibiting withdrawal behaviors due to language anxiety. Professor Yu's emphasis on the "inverted U theory" of motivation inspired me to balance challenge and support in classroom task design. For instance, for senior students' speech activities, I plan to adopt a "ladder goal" approach, progressing from sharing within groups to class presentations, gradually increasing the difficulty, and introducing parent-encouragement videos as emotional support. This "moderate pressure + emotional empowerment" strategy can ease students' fear while strengthening the home-school connection, resonating with Brunei's cultural trait of valuing family ties.
Ma Di (Dispatched Chinese teacher by China's Overseas Chinese Affairs Office):
Professor Wang Tao's "Multimodal Teaching Theory" offers new solutions to the limited resources of Brunei's classrooms. The "China Micro Lens" series of textbooks he recommended constructs a "visual-audio-touch" multidimensional learning field through short videos, corpus, and apps, especially suitable for application scenarios in Chung Hwa Middle School's multimedia classrooms. For example, when teaching the "Dragon Boat Festival," I plan to integrate animated dragon boat races and real-life videos of making rice dumplings from the textbook and have students simulate the "dumpling wrapping" steps using craft materials. This "cultural cognition—scenario experience—hands-on practice" multimodal chain can break the abstraction of traditional text teaching and allow non-Chinese students to intuitively understand the essence of Chinese culture through sensory participation, helping Chung Hwa with its cultural bridge mission.
Yang Yilan (Dispatched Chinese teacher by China's Overseas Chinese Affairs Office):
Teacher Yu Haicheng's cultural teaching case sharing showed me new possibilities for teaching historical figures. Her "five-sense experiential teaching method" using "Sima Guang" as a vehicle aligns perfectly with the characteristics of our school's lower-grade students who primarily think in images. Inspired by this, I plan to integrate local Brunei elements into cultural classrooms. For instance, Chung Hwa Middle School and Nanjing City can establish sister-school relations for online "approach Zheng He" exchange interaction activities. This "localization cross-grafting" strategy can enhance the sense of cultural proximity and deepen the contemporary theme of "Belt and Road" cultural exchanges, demonstrating the unique positioning of Brunei Chinese schools in rooting locally while connecting China and foreign lands.
Zhao Qinxia (Dispatched Chinese teacher by China's Overseas Chinese Affairs Office):
Teacher Yao Wei's "Differentiated Classroom Management Practical Skills" made me deeply understand the urgency of "teaching according to abilities" in Brunei's classrooms. With diverse family backgrounds and varying language foundations, the traditional "one-size-fits-all" model often leaves some students disconnected from the classroom. Teacher Yao's "Resource Packet Differentiation Method" and "Gamified Breakthrough Tasks" gave me a clear insight. For example, in Chinese character teaching, I plan to segment tasks into "basic recognition," "word application," and "cultural expansion," devising games such as "Chinese Character Treasure Hunt" and "Happy Homeland" to allow students of different levels to complement and grow through cooperation. Such diverse design can alleviate the pressure from within-class differences and stimulate students' initiative, aligning with Chung Hwa's "tri-lingual balance, five nurturings and culture inheritance and local integration" educational philosophy.
Pu Junxi (Dispatched Chinese teacher by China's Overseas Chinese Affairs Office):
During this training, Teacher Yao Wei taught the differentiated classroom management and teaching practice in an easy-to-understand manner, which greatly benefited me. The course allowed me to appreciate the importance of "teaching according to abilities" more profoundly and proposed new ideas on how to adjust teaching based on students' age, ability, and background, sharing numerous practical teaching and student management skills, especially in enhancing teacher-student communication efficiency and classroom response ability, which is highly practical.
Indeed, this Eurasian Three-Schools Joint Customized Training Course is not just an enhancement of teaching skills, but also an awakening of cultural missions. In a nation like Brunei with a diverse coexistence, Chinese language education is both a cultural transmission spark and a link for mutual civilization reference. In the future, Chung Hwa will optimize classroom ecology with differentiated strategies, nurture student growth with psychological insights, and activate cultural experience with multimodal technology, allowing Chinese culture to bloom with more vitality on Brunei's soil.