2020年爆发的新冠疫情使得传统的线下教育模式受到冲击，线上教育模式短期内取得爆发式增长。全球范围内的线上教学也触发了国际教育领域的急剧变革，国际中文教育事业面临着由传统线下教学模式转向线上教学的新形势。笔者在少儿在线汉语教学机构“51Kid”从事华裔儿童线上汉语教学时，发现课堂上存在师生交流不畅、学生逃避互动等问题。针对这些问题，本文在课堂观察的基础上，采用改进型弗兰德斯互动分析系统和问卷调查法、访谈法，结合具体案例，对华裔儿童线上汉语教学课堂互动展开了研究，总结存在的问题，并尝试提出优化策略。

 本文的研究对象是不同教师执教的华裔儿童线上汉语教学课堂，分别来自一对一、一对多班型。笔者收集了60余份教学录像，根据教学流程完整、教学时长充分、班型具有代表性等原则，从中选取6节作为研究样本。

本研究借助改进型弗兰德斯互动分析系统，以数据分析、比率分析、矩阵分析等形式，通过得出的数据结果对课堂中的师生互动情况展开分析，并结合课堂观察记录、问卷调查结果及访谈记录丰富研究，呈现了师生言语互动的数据及结构特征，并从课堂结构、控制风格、问答模式、一对多班型课堂互动特点等角度做出分析。

通过研究发现，华裔儿童线上汉语教学课堂互动存在以下共性的问题：课堂结构方面，教师话语量偏高，教师言语行为占主导地位，学生话语量低，以被动回答为主。控制风格方面，教师对学生的影响以直接影响为主，容易限制学生表达；教师的鼓励方式趋于机械化，积极强化效果不佳；师生关系趋于固化，课堂缺乏活力。问答模式方面，问答方式单一、刻板，缺乏启发性；学生回答质量不高，教师缺乏适当的纠正及引导。一对多班型中学生主体性缺失明显，生生互动经常被忽视，学生主动说话比例低，课堂上无效混乱时间长，学生操纵技术的权力得不到保障。

针对以上问题，本研究尝试从教师、平台及家长三方面提出优化策略。建议教师转变教学观念，尊重学生主体地位；调整课堂言语结构，增加学生的互动机会；优化言语模式，重视提问及反馈；在一对多教学中，合理利用同伴和技术。建议平台加强师资培训，完善教学资源，同时优化技术功能。建议家长为学生提供保障线上教学顺利开展的外部环境，同时为学生创设良好的语言环境，并对学生进行适度的帮扶引导。以上每条策略都结合华裔儿童线上汉语教学课堂互动存在的问题进行分析，或参考相关文献探究优化方法，以期为之后的线上汉语教师提供一点参考。

The breakout of the COVID-19 in the early 2020 dealt a heavy blow to the traditional online educational model, which in turn led to an exponential growth of online educational models in the short term. As online teaching keeps flourishing worldwide, dramatic changes have happened to the international educational field. A marked change is the shift of the international Chinese education undertaking from the international offline teaching model to the online teaching model. While teaching Chinese to ethnic Chinese children at the online Chinese teaching institution “51Kid”, the author observed problems like communication barriers between teachers and students and students’ lack of interest in interaction. In response to these problems, the author combines classroom observation and adopts the improved Flanders Interaction Analysis System as well as the questionnaire, interview and case study for a thorough investigation of ethnic Chinese children’s interaction in the online Chinese teaching classroom. On that basis, problems existing in the classroom interaction are summed up, and strategies for optimization are proposed.

Research object of this paper is the online Chinese teaching provided by different teachers for ethnic Chinese children, which is organized in different class styles, including one-to-one and one-to-many. The author collects around 60 teaching videos, of which 6 are chosen as research samples in accordance with the completeness of the teaching procedures, full duration of the due teaching hours, and representativeness of the classroom type.

The improved Flanders Interaction Analysis System is used to analyze the interaction between teachers and students in the classroom through data analysis, ratio analysis, matrix analysis, and other forms. Additionally, classroom observation records and interview records are employed to present the data and structural characteristics of teacher-student verbal interactions. The analysis is carried out from the perspectives of classroom structure, control style, question-and-answer mode, and the interactive characteristics of one-to-many class types.

Through the investigation, some common problems with interaction in online Chinese language teaching classrooms for ethnic Chinese children are observed, including imbalanced teacher-student speech ratios, dominant teacher speech behavior, low student speaking time, and passive answering. In terms of control style, teachers tend to limit student expression and their encouragement methods are often mechanical. Furthermore, the teacher-student relationship tends to be rigid, and the classroom lacks vitality. The question-and-answer mode is stereotypical and lacking inspiration. Additionally, students’ answers are often of poor quality with inadequate correction and guidance from the teacher. In one-to-many classrooms, students lack autonomy, peer interactions are often ignored, the proportion of students who speak actively is low, and ineffective and chaotic class time is prolonged.

To address these issues, this paper proposes optimization strategies from the perspectives of teachers, platforms, and parents, respectively. At the teacher level, it is suggested that teachers should change their teaching concepts and respect student autonomy, adjust classroom speech structures to increase student interaction opportunities, optimize speech patterns, and reasonably utilize peers and technology in one-to-many teaching. At the platform level, the author thinks platforms should strengthen teacher training, improve teaching resources, and optimize technical functions. At the parent level, parents should provide external environments to ensure the smooth implementation of online teaching and create a good language environment for their children while providing appropriate help and guidance. Each of these strategies is analyzed in relation to the problems encountered in online Chinese language teaching classrooms for Chinese-American children. Or the author refers to relevant literature to explore optimization methods, in a bid to providing some guidance for future online Chinese language teachers.