随着国际中文教育的发展，汉语学习者呈现出低龄化的趋势。针对低龄学习者的认知心理特点，相较于抽象的语法，贴近学习者生活的词汇更适宜作为教学内容的重点。已有的研究表明运用教育信息技术辅助开展教学活动可以激发学生的学习积极性，从而提高词汇学习效果。因此本研究聚焦于利用教育信息技术辅助英国小学生零基础汉语词汇教学，探究基于在线平台的汉语词汇教学总体设计、实施过程、学生的词汇学习效果及语言态度。

本研究共分为六个部分。第一部分为本研究的缘起，对海外儿童汉语教学、汉语词汇教学、英国汉语教学情况以及信息技术在汉语教学中的应用相关文献进行综述，并根据笔者的教学实践提出研究问题，确定研究方法。

第二至第五部分为本研究的主体，包含戴维斯巷小学汉语教学现状分析，基于在线平台的儿童汉语词汇教学设计、实践与教学效果分析。第二部分，从课程设置、师资情况、汉语教学资源和教学对象特征四个方面对戴维斯巷小学汉语教学现状进行了描写和分析。在了解英国戴维斯巷小学教学需求及汉语教学现状后，本文初步确定了教学采用的教育信息技术工具为在线平台。该学校信息化教学资源丰富，教学对象信息素养良好，为基于在线平台的汉语词汇教学设计的开展提供了条件。第三部分，从教学目标、教学工具、教学内容和教学步骤四个方面整体设计了基于在线平台的汉语词汇整体教学方案。第四部分，以颜色话题为例，展示了基于在线平台的汉语词汇教学设计在各个教学环节的实施及教学反思。第五部分通过对学生综合测验、学生问卷、教师访谈进行分析可知，基于在线平台的词汇教学设计基本达到了预设的教学目标，学生能够运用所学话题的词汇完成与自身生活密切相关的交际任务；基于在线平台的词汇教学能有效提高课堂教学的效率和学生对汉语的兴趣。同时本部分也分析了影响使用在线平台进行词汇教学的因素。

第六部分总结得出了研究结论，基于在线平台汉语词汇教学设计能有效提高学生的专注度，延长专注时间，从而提高了课堂教学的效率，并进一步促进了学生的词汇掌握运用能力，实现了预期的教学目标。同时，基于在线平台开展教学也存在一定限制，首先，参与教学活动的双方均需具备一定的信息化素养。其中对教师一方来说，教学设计和课堂管理能力也是保证教学效果的前提。其次，教学环境需要能满足基于在线平台教学活动的开展。基于研究结论为教师如何更好地利用在线平台开展词汇教学提出相应教学建议，如提高信息素养，教学设计能力和课堂管理能力，扬长避短，整合在线平台与多种教学资源等。

With the development of international Chinese language education, Chinese language learners are trending towards a younger age group. In view of the cognitive and psychological characteristics of young learners, vocabulary, which is closer to learners' lives, is a more suitable focus for teaching content than abstract grammar. Studies have shown that the use of educational information technology in teaching activities can stimulate students’ motivation in the classroom, thus improving the effectiveness of vocabulary learning. This study therefore focuses on the use of educational information technology to support the teaching of Chinese vocabulary to British elementary school beginner students. It investigates the overall teaching design, implementation process, students' vocabulary learning outcomes and language attitudes of the online platform-based Chinese vocabulary teaching.

The thesis is divided into six parts.

The first part is the origin of this thesis, which reviews the literature related to teaching Chinese to overseas children, teaching Chinese vocabulary, the situation of Chinese language teaching in the UK and the application of information technology in Chinese language teaching, and proposes research questions and determines the research method according to the author's teaching practice.

The second to fifth parts of this study contain an analysis of the current situation of Chinese language teaching at Davis Lane Primary School, and an analysis of the design, practice and teaching effectiveness of children's Chinese vocabulary teaching based on the online platform.

In the second part, the current situation of Chinese language teaching in Davies Lane Primary School is described and analysed from four aspects: curriculum, teachers' qualifications, Chinese teaching resources and the characteristics of the learners. After understanding the teaching needs and the current situation of Chinese language teaching at Davis Lane Primary School in the UK, this thesis initially identifies the educational information technology tool used for teaching as online platform. The school’s rich information technology teaching resources and the good information literacy of the teaching targets provide the conditions for the development of the online platform-based Chinese vocabulary teaching design. In the third part, the overall teaching plan of Chinese vocabulary based on the online platform is designed in four aspects: teaching objectives, teaching tools, teaching contents and teaching steps. In the fourth part, using the topic of colour as an example, the design of teaching Chinese vocabulary based on the online platform is demonstrated, the implementation of various teaching aspects and the reflection on the teaching. In the fifth part, through the analysis of students’ comprehensive tests, students' questionnaires and teachers' interviews, it can be seen that the online platform-based vocabulary teaching design and practices has basically achieved the predetermined teaching objectives, and students are able to use the vocabulary of the topics they have learnt to complete communicative tasks that are closely related to their own lives; the online platform-based vocabulary teaching can effectively improve the efficiency of classroom teaching and students' interest in Chinese. This section also analyses the factors that influence the use of online platforms for vocabulary teaching.

The sixth part concludes that the design of the online platform-based Chinese vocabulary teaching can effectively improve students' concentration and prolong the concentration time, thus improving the efficiency of classroom teaching and further promoting students' vocabulary mastery and application ability, achieving the expected teaching objectives. At the same time, there are certain limitations to teaching on the online platform, firstly, both parties involved in the teaching activities need to have a certain level of information technology literacy. For the teacher, the ability to design and manage the classroom is also a prerequisite for effective teaching. Secondly, the teaching environment needs to be able to accommodate the online platform-based teaching activities. Based on the findings of the study, I propose suggestions for teachers to make better use of the online platform for vocabulary teaching, such as improving information literacy, teaching design and classroom management skills, and integrating the online platform with various teaching resources.