随着中国经济的发展和国际地位的提高，越来越多的人开始学习中文，互联网的普及和现代教育技术的发展为汉语国际教育带来了新的机遇和挑战，丰富的网络资源让教师的教学方式和学生的学习途径日益多样化。对外汉语教师应与时俱进，积极了解、尝试和运用不同的网络平台来辅助汉语教学，丰富自己的教学设计，为学生创造更加多元的学习环境，以适应新时代汉语教学的发展需求。 

对外汉语教学提倡“精讲多练”，练习是对外汉语教学中非常重要的一个环节。过去教师可以获得的资源和使用的平台比较有限，汉语练习方式相对单一，学生不免感到枯燥。网络的发展为练习方式的多样化创造了条件，不少平台可以用于辅助汉语教学练习设计。

本文主要采用文献阅读法、访谈法、案例分析法、问卷调查法和对比分析法五种研究方法，在搜集、整理有关对外汉语练习及网络辅助对外汉语教学文献的基础上，着眼于问卷星、Learningapps、Kahoot、Quizizz、Quizlet和Flipgrid六个平台辅助对外汉语教学的研究。本文介绍了六个平台、其功能、创建练习的流程及可用于制作的对外汉语练习，阐述了六个平台在不同教学环节中的应用。从用户体验的视角出发，调查了语言教师对各平台的看法以及学生使用各平台练习中文的感受，结合笔者自己的平台使用经验和教学实践，对比和分析了各平台的优缺点，为在对外汉语教学中网络练习平台的使用和六个平台的选用提出建议，为对外汉语练习制作平台的设计提出了设想和建议。

笔者认为网络练习平台在辅助对外汉语教学方面有积极作用。一方面，平台可以给教师设计练习和教学带来许多便利，增加练习的趣味性和多样性；另一方面，平台也可以较好地帮助学生练习中文，给他们及时的反馈，激发他们练习中文的热情。不同的网络练习平台有其自身的功能和特色，不能完全满足教师和学生的使用需求。教师可以根据需要综合使用不同的网络平台，或将网络平台与传统方式相结合设计汉语练习辅助教学；同时注意练习的质量，注重形成性评价，给学生更加具有激励性的反馈。

在设计对外汉语练习制作平台时，平台设计者应充分考虑汉语学习者和汉语教师的特点与需求。笔者为平台设计提出以下建议：①使用者可以轻松找到和访问平台；②平台视觉设计清晰简明又吸引眼球；③平台界面友好易用；④平台有自己的资源库，可插入素材多样，素材可以编辑；⑤练习可插入题型多样，平台支持汉字和拼音的自动发音，可用于设计不同的对外汉语练习；⑥操作高效灵活；⑦练习的呈现方式多样，且具有游戏性和趣味性，满足不同教师的设计需求和不同学生的练习需求；⑧反馈及时、具体且具有激励性；⑨平台具有良好的交互性；⑩平台可信度高，在设计时融入情感化元素，打造品牌。

With the development of China's economy and the improvement of its international status, more and more people begin to learn Chinese. The popularization of the Internet and the development of modern educational technology have brought new opportunities and challenges to Chinese international education. Rich network resources make the teaching methods of teachers and learning ways of students increasingly diversified. International Chinese teachers should keep up with the times, actively try and use different online platforms to assist Chinese teaching, enrich their teaching design, and create a more diverse learning environment for students, to meet the needs of Chinese teaching in the new era.

The teaching of Chinese as a foreign language advocates "intensive teaching and more practice", and practice is a very important part of teaching Chinese as a foreign language. In the past, the resources and platforms available to teachers were relatively limited, and the Chinese practice methods were relatively simple, which made students feel boring. The development of the Internet has created conditions for the diversification of practice methods. Many platforms can be used to assist in the design of Chinese teaching exercises.

This paper mainly adopts five research methods: literature reading method, interview method, case analysis method, questionnaire survey method and comparative analysis method. On the basis of collecting and sorting out the literature about TCFL (Teaching Chinese as a Foreign Language) practice and network-assisted TCFL, this paper focuses on the research of TCFL assisted by six platforms: Wenjuanxing, Kahoot, Quizizz, Learningapps, Quizlet and Flipgrid. This paper introduces the six platforms, their functions, the process of creating exercises, and the Chinese exercises that can be made by these platforms, and explains the application of the six platforms in different teaching steps. From the perspective of user experience, this paper investigates language teachers' views on each platform and students' feelings of using each platform to practice Chinese. Combined with the author's own platform use experience and teaching practice, it compares and analyzes the advantages and disadvantages of each platform, puts forward suggestions for the use of online practice platforms and the selection of the six platforms in international Chinese teaching, and puts forward ideas and suggestions for the design of TCFL exercise-design platform.

Online practice platform is considered to have a positive effect on teaching Chinese as a foreign language. On the one hand, the platform can bring many conveniences to teachers' practice design and Chinese teaching, making exercises more interesting and diverse; on the other hand, the platform can also well help students practice Chinese, give them timely feedback and stimulate their enthusiasm for practicing Chinese. Different online practice platforms have their own functions and characteristics, which can not fully meet the needs of teachers and students. Teachers can use different platforms according to their needs, or combine network platforms with traditional methods to design Chinese exercises and to help teaching; at the same time, they should pay attention to the quality of exercises, focus on formative evaluation, and give students more encouraging feedback.

When designing the platform for TCFL practice, the designer of the platform should fully consider the characteristics and needs of Chinese learners and Chinese teachers. The following suggestions are proposed for platform design: ①Users can easily find and access the platform; ②The visual design of the platform is clear, concise and eye-catching; ③The interface of the platform is friendly and easy to use; ④The platform has its own resource library, users can insert various materials and the materials can be edited; ⑤Different types of questions can be inserted into the exercise. The platform supports automatic pronunciation of Chinese characters and pinyin, and can be used to design different Chinese exercises; ⑥The operation is efficient and flexible; ⑦Exercises can be presented in various ways, and they are playful and interesting, to meet different design needs of teachers and different practice needs of students; ⑧ Feedback is timely, specific and inspiring; ⑨ The platform has good interactivity; ⑩ The platform has high credibility and integrates emotional elements into the design to create a brand.