线上成为重要的教学模式，但线上这一教学模式，教师的眼神、体态和监控能力都受限，而且儿童具有注意力时间有限和自我管理能力不强的特点，课堂又是一个开放的学生与教师交互的空间，教师的前期备课和经验基础依然无法全面预测课堂情况。

本研究通过课堂观察法收集了四位汉语教师（教学对象为2-9岁、授课班级类型为3-7人小班制）线上儿童汉语课堂中的29个典型的课堂突发情况，并进行归类分析，共分为四大类，十四小类，探究每一类别下课堂突发情况的产生原因、处理措施对比、教学反思与评价和教育教学价值。可以发现，四位教师都能够及时发现问题，并积极应对，且不同的应对措施背后都有自己的思考。但也有一定的不足，一是教师们把控不好处理突发情况的时间；二是四位教师有意将学生们的注意力从状况外拉回课堂，但所用方式过于僵硬；三是四位教师忙于对学生的错误行为进行纠正，往往忽略了其行为有价值的一面；四是四位教师的预设面不够广，所以在课堂上要临场发挥处理课堂突发情况。关于线上儿童汉语课堂突发情况的特点，总结归纳了以下四点，即转化性、复杂性、易发性以及冲突性较少。

本研究还调查了不同教学对象年龄、不同班级类型的90位汉语教师，了解他们面对上述线上汉语课堂突发情况的处理选择，调查发现，教师们在突发情况发生时更倾向于做出积极选择，大部分被调查者能够结合教学对象年龄特点和班级类型的不同进行措施选择，但仍有一小部分教师无法考虑全面周到，处理突发状况的能力有待提高。

最后，本研究给教师、家长、孔子学院和汉语教学机构提出了建议。从教学流程课前、课中和课后的角度建议教师课前夯实基础；充分备课，丰满预设。课中阶段，笔者将所有课堂突发情况从是否可以转化利用的角度重新归类，分为可利用型、半利用型和突破底线型。面对可利用型突发情况，教师可以积极观察，联想转化；因势利导；提供情感价值。面对半利用型突发情况教师可以灵活应对，树立规矩；扬长避短，树立榜样；保障全体学生公平性；对症下药。面对突破底线型突发情况，教师可以实话实说，及时纠正；及时求助；充分利用教学平台的管理者权限。给家长的建议一是希望家长能够加强合作，及时沟通；二是希望家长遵守课堂规则。给孔子学院和汉语教学机构的建议是一要加强职前突发情况应对培训；二是建立突发情况案例库；三是按照语言水平科学分班；四是为主讲教师搭配助管老师。

Online teaching has become an important teaching mode, but in this mode, teachers' eyes, posture and monitoring ability are limited, and children have limited attention time and weak self-management ability. course is an open space for interaction between students and teachers, and teachers' pre-lesson preparation and experience basis still cannot fully predict the course situation.

Through course observation, this study collected 29 typical course emergencies in the online Chinese course of four Chinese teachers (the teaching objects are 2-9 years old and the class has 3-7 students), classified and analyzed, and divided into four categories and 14 sub-categories. To explore the causes of course emergencies under each category, the comparison of handling measures, teaching reflection and evaluation, and the value of education and teaching. It can be found that all the four teachers can find problems in time and deal with them actively, and they all have their own thinking behind different coping measures. But there are also some shortcomings, one is that teachers can not control the time to deal with emergencies; Second, the four teachers intentionally pulled the students' attention away from the situation and back to the course, but the way they used was too rigid; Third, four teachers are busy correcting students' wrong behavior, often ignoring the valuable side of their behavior; Fourthly, the preset range of four teachers is not wide enough, so they should improvise in class to deal with course emergencies. As for the characteristics of unexpected situations in online Chinese course for children, the following four points are summarized, that is, less transformation, complexity, vulnerability and conflict.

By means of questionnaire survey, the author has expanded the scope of investigation and investigated 90 Chinese teachers of different age groups and class types. In the face of the above mentioned choices for handling emergencies in online Chinese classes, it can be found that teachers tend to make positive choices when emergencies occur. Most of the surveyed teachers can choose measures according to the age characteristics of teaching objects and different class types, but there are still a small number of teachers who are unable to consider comprehensively and thoughtfully, and their ability to deal with emergencies needs to be improved.

Finally, this study provides suggestions for teachers, parents, Confucius Institutes and Chinese language teaching institutions. From the perspective of teaching process before class, during class and after class, it is suggested that teachers consolidate the foundation before class. Prepare lessons, plump presets. In the middle stage of class, the author reclassifies all course emergencies from the perspective of whether they can be converted and utilized, and divides them into exploitable type, semi-exploitable type and breakthrough bottom line. In the face of exploitable emergencies, teachers can actively observe, associate and transform; Take advantage of the situation; Provide sentimental value. In the face of semi-exploitative emergencies, teachers can flexibly deal with them and establish rules; Develop strengths and avoid weaknesses, set an example; Ensure the fairness of all students; The right medicine. In the face of the sudden situation of breaking through the bottom line, teachers can be honest and correct in time; Seek help in time; Make full use of the administrative authority of the teaching platform. First, I hope parents can strengthen cooperation and timely communication; Second, parents are expected to abide by course rules. The suggestions for Confucius Institutes and Chinese language teaching institutions are: first, to strengthen pre-service emergency response training; The second is to establish an emergency case base; Third, according to the language level of scientific class; The fourth is the main teacher with the assistant teacher.