全球新冠疫情的爆发与快速蔓延使得国际中文教师无法正常外派、海外留学生滞留 本国。这种情况在影响传统线下教学的同时，客观上推动了国际中文线上教育的发展。但是在线上课堂中，课堂管理难度增大、部分学生配合度下降、学习动机难以被激发等问题似乎比线下课堂更为突显。本研究切实关注到这一现实问题，在借鉴前人研究成果的基础上，以二语动机三层次理论、社会建构主义二语动机理论和二语动机过程模式理论为理论指导，将量化研究和质性研究有机结合，通过问卷调查、半结构化访谈等方式了解国际中文教师动机教学策略的认知和使用现状，尝试探究线上汉语课堂动机教学策略的影响因子并提出相关建议。

在具体研究过程中，笔者对268份有效问卷展开分析，并将线上动机教学策略分为教师态度与风格、课堂氛围、反馈与鼓励、兴趣与挑战、目标与任务、小组合作、促进自主和文化融入8个维度。研究发现，国际中文教师动机教学策略的认知和使用存在一致性和差异性：策略认知水平较高，也有一定的使用频率；对策略的认知整体均值高于对策略的使用均值；部分认知高均值策略在使用情况方面表现不佳等。

国际中文教师对线上动机教学策略的认知和使用是众多内外因素共同作用的结果。笔者在调查问卷的基础上，结合半结构化访谈和教学日志进行影响因素分析。影响国际中文教师线上动机教学策略认知情况的因素主要包括教龄、授课时长、教学能力、性格特征和教学经历五方面，影响策略使用情况的因素主要包括教学对象年龄、班级规模、教学能力、性格特征、教学经历、学生表现、家长配合度和教学平台八个方面。

线上课堂中，学生动机对课堂效果起到了至关重要的作用，帮助国际中文教师认识到动机教学策略的重要性并学会合理使用是非常必要的。针对国际中文教师在线上课堂中动机教学策略的认知和使用方面存在的问题，笔者从教师培训、教学技术和教学策略三个方面提出相关建议，并根据调查结果总结出适用于线上汉语课堂的“十大动机教学策略”。

Affected by the the outbreak and rapid spread of the global COVID-19 epidemic, international Chinese teachers cannot be dispatched normally, and overseas students have to stay in their home countries. This situation not only affects traditional offline teaching, but also objectively promotes the development of international Chinese online education. In the online classroom, phenomena such as inattention and decreased student motivation have brought great difficulties to international Chinese teachers. Based on previous research findings, this study focuses on practical issue, and uses the The Three Levels of L2 Motivation, Social Constructivist Approach, and Motivation from a Process-Oriented Perspective as theoretical guidance. It combines quantitative and qualitative research to investigate the cognitive status and use frequency of motivational teaching strategies through questionnaires, interviews and other methods, try to explore the influencing factors of motivational teaching strategies and provide relevant suggestions.

During the specific research process, the author analyzed 268 valid questionnaires and divided motivational teaching strategies into eight dimensions: teacher attitudes and styles, classroom atmosphere, feedback and encouragement, interests and challenges, goals and tasks, group cooperation, autonomy promotion, and cultural integration. The study found that there are consistency and differences in the cognition and use of motivational teaching strategies by international Chinese teachers: the level of strategy cognition is high, and there is also a certain frequency of use; The overall mean value of strategy cognition is higher than the mean value of strategy use; Some cognitive high mean strategies perform poorly in terms of usage.

The cognition and use of motivational teaching strategies by international Chinese language teachers is the result of the combination of internal and external factors. Based on the questionnaire, the author combined interview results to analyze the influencing factors. The factors that affect the cognition of motivational teaching strategies of international Chinese teachers mainly include five parts: years of teaching, teaching duration, teaching ability,

personality characteristics and teaching experience. The factors that affect the use of strategies mainly include eight parts: the age of the teaching object, class size, teaching ability, personality characteristics, teaching experience, student performance, parental cooperation and teaching platform.

In online classrooms, student motivation plays a crucial role in teaching effects, and it is necessary to help international Chinese teachers recognize the importance of motivational teaching strategies, as well as learn to use them appropriately. In response to the problems in the cognition and use of motivational teaching strategies for international Chinese teachers in online classrooms, the author puts forward relevant suggestions from three aspects: teacher training, teaching techniques, and teaching strategies, and proposes Ten Commandments For Motivating Language Learners in online Chinese classrooms.