伴随着线上教学的兴起，越来越多的线上汉语学习平台出现在人们的视野，为身处海外的华裔儿童提供了学习汉语的机会。笔者在2021年6月至2023年3月担任悟空中文平台线上汉语教师，期间主要负责教授以华裔儿童为主的国际中文系列课程。为了使线上汉语教学更有效果，结合平台需要家校沟通的特性，本研究以悟空中文平台中的线上汉语教师和华裔儿童家长为研究对象，通过问卷调查和访谈了解当前平台中家校沟通的现状，通过修改和调整得到家校沟通方案。通过课堂观察和案例分析，验证该家校沟通方案在应用中的有效性，并提出针对该方案的使用建议。

调查发现，平台中的家校沟通存在的问题有：沟通后学生学习效果不明显；家长对家校沟通不重视，对和教师制定好的学习计划不积极采取行动；家校沟通增加了教师的工作量，导致教师不愿沟通；平台对沟通流程和细节的严格要求，使教师无暇真正站在学生和家长角度想问题找对策。基于以上问题，笔者调整家校沟通的频率，补充了对家长的要求，并在沟通后建立跟踪反馈机制，通过汉语学习、课堂出勤、作业提交等多维度评价学生学习效果，关注学生主体地位和发挥班主任纽带作用，为有效展开家校沟通助力。

家校沟通方案实施后，根据三则案例验证了方案的有效性，并提出使用建议：第一、教师和家长要在教育观念上达成一致，让学生德育和智育双发展。第二、要有选择性进行沟通，沟通内容要有侧重点，侧重便于家长操作和课堂上改进效果不理想的部分。第三、要重视学生的主体地位和班主任的桥梁作用，特别是要重视6岁以上华裔儿童的意见和想法。第四、前任教师要做好学生、家长与新任教师的桥梁，即使结束师生关系也要善始善终。

本文的家校沟通方案是以悟空中文平台为使用背景提出的，平台教师在使用时应针对学生和家长具体情况具体分析，其他平台线上汉语教师也应针对不同平台背景做出一定调整，方能更好发挥方案作用。

Along with the rise of online teaching, more and more online Chinese learning platforms have emerged to provide opportunities for children of Chinese descent who are overseas but still want to learn Chinese. During my tenure as an online Chinese language teacher on the Wukong Chinese platform from June 2021 to March 2023, I was responsible for teaching an international Chinese language series mainly to children of Chinese descent. In order to make online Chinese teaching more effective and to combine the characteristics of the platform that requires home-school communication, this study takes online Chinese teachers and parents of Chinese children in the Wukong Chinese platform as the research subjects, understands the current status of home-school communication in the platform through questionnaires and interviews, gets the home-school communication program through modification and adjustment; analyzes the effectiveness of this home-school communication program in application through classroom observation and case study. Through classroom observations and case studies, we verified the effectiveness of the home-school communication program and proposed suggestions for its use.

The survey found that the problems of home-school communication in the platform include: students' learning effect is not obvious after communication; parents do not attach importance to home-school communication and do not actively take action on the learning plan made with teachers; home-school communication increases teachers' workload, which leads to teachers' reluctance to communicate; the platform's strict requirements on communication process and details make teachers have no time to really think about problems and find countermeasures from students' and parents' perspectives. Based on the above problems, the author adjusted the frequency of home-school communication, supplemented the requirements for parents, and established a tracking feedback mechanism after communication, evaluating students' learning effects through Chinese learning, classroom attendance, homework submission and other multi-dimensional aspects, focusing on the main role of students and playing the role of classroom teachers as a link to help start home-school communication effectively.

After the home-school communication program was implemented, the effectiveness of the program was verified based on three case studies and suggestions for its use were made: First, teachers and parents should agree on the concept of education, so that students can develop both morally and intellectually. Second, communication should be conducted selectively, and the content of communication should be focused, focusing on the parts that are easy for parents to operate and less effective for improvement in the classroom. Third, the students' subjectivity and the classroom teacher's role as a bridge should be valued, especially the opinions and ideas of Chinese children over 6 years old. Fourth, the former teacher should be a good bridge between the students, parents and the new teacher, even if the teacher-student relationship ends.

This paper proposes a home-school communication program using the Wukong Chinese platform as a background. Teachers of the platform should make specific analysis for students and parents when using the platform, and online Chinese teachers of other platforms should also make certain adjustments for the platform background in order to better utilize the program.