E-learning是科技发展与教育变革孕育出的产物。E-learning又称信息化学习，要想实现E-learning学习，必备的三个要素是信息化的学习环境，信息化学习技术以及掌握一定信息技术的学习者。E-learning随着当代社会教育信息化的不断发展，将会在未来改变传统教学和学习模式。 笔者参加国家汉办汉语教师志愿者项目，赴印尼培民学校雅加达西区中学开展教学实习，在实践过程中发现该校JC1华文教学中E-learning辅助教学的效果不佳。在对教学问题进行充分考察及分析的基础上，确定论文的研究内容为：（1）调查E-learning在JC1华文教学中的使用现状；（2）设计混合教学模式下E-learning辅助JC1华文教学方案，开展教学实验；（3）对改进后的E-learning应用JC1华文教学的效果进行评估。 首先开展现状调查。调查显示，原先E-learning应用于JC1华文教学存在的问题有E-learning平台及资源建设不完善、学生态度不积极、华文教师使用方法不当以及客观条件限制等。其次，笔者结合文献研究与教学观察，针对出现的问题提出相应解决措施。之后，笔者基于教学实际和问卷调查的结果，设计了混合教学模式下JC1华文课E-learning辅助教学的方案，该教学方案相比于之前的教学设计，创新点在于：（1）混合教学中的活动设计刺激了学生的主体意识，学习的积极性和主动性有了较大提升；（2）将E-learning应用到全部教学环节，在混合教学模式下凸显E-learning辅助教学的优点；（3）在设计E-learning利用的方式和种类时更多地考虑学生喜好，体现人本主义关怀。实施教学设计时，笔者选取实验班和对照班进行了为期一个月的教学实验，根据实验结果得出研究结论：修改后的E-learning辅助教学设计对于学生学习华文动机的增强、兴趣的提高及华文成绩的提升有积极的作用，E-learning在JC1华文教学中的辅助性效果明显增强。 笔者希望本研究能改善培民学校雅加达西区中学的E-learning辅助华文教学情况，同时为印尼其他国际学校或华文学校提供一些思路和借鉴，更好地促进印尼地区E-learning和华文教育的发展。当前我国“一带一路”事业发展正酣，印尼在21世纪海上丝绸之路上更处于关键地位。传承、发展好印尼的华文教育，能推动汉语国际教育事业的进一步发展，同时为中印尼两国关系的发展添砖加瓦。

E-learning is the product of the development of information technology and the transformation of education. In order to realize E-learning, the three essential elements are the E-learning environment, E-learning technology and learners who master certain information technology. E-learning will gradually change the traditional teaching and learning model in the future with the continuous development of social education informationization. The author participated in the Hanban Program as a volunteer Chinese Teacher and went to the Bina Bangsa School (KJS), which located in the west district of Jakarta, Indonesia, to carry out teaching internships. In the course of practice, it was found that the current E-learning effect of JC1 Chinese teaching was not effective. After determining the research questions and research plans, the status quo survey is first carried out. The survey shows that the current problems involve that the E-learning platform and resources are imperfect, students’ attitude towards E-learning is not so active, Chinese teachers used E-leanring in improper ways and some other objective conditions. Secondly, the author combines literature research and teaching observation to propose solutions to emerging problems. For example, Chinese teachers should update teaching concepts, adjust teaching modes and teaching methods in a timely manner; students and teachers should further improve their information technology level; schools should organize technical departments, innovate the E-Learning platform function design, accelerate the construction of the school's “smart campus” and seek support and cooperation from parents actively. After that, based on the actual teaching results and the results of the questionnaire survey, the author designed the E-learning assistant teaching method of JC1 Chinese class under the Blended-Instruction mode. Compared with the previous teaching design, the innovation of this teaching design is reflected in: (1) The activity design stimulated the students' subjective consciousness, and the enthusiasm and initiative of Chinese learning had been improved. (2) E-learning applied to all teaching links, the advantages of E-learning assisted teaching had been highlighted in the Blended-Instruction mode. (3) While designing how to use E-learning more effectively, took students’ preferences into account; showed humanistic care, and broke the original use and resource types. During the implementation of the teaching design, the author selected the experimental class and the control class to conduct a one-month teaching experiment. The experimental results show that the teaching design has a positive effect on the students' motivation for Chinese learning, also can help improve their learning performance. The auxiliary effects of E-learning in JC1 students Chinese teaching is remarkable than before. The author hopes that this study can improve the E-learning-assisted Chinese teaching in BBS KJS and provide some ideas and lessons for other international schools and Chinese schools, to better promote the development of E-learning and Chinese education in Indonesia. At present, China's "One Belt, One Road" construction is developing in full swing. Indonesia locates in a key position in the 21st century maritime Silk Road. Inheriting and developing Chinese education in Indonesia can promote the further development of Chinese international education and Chinese-Indonesia relations.