随着现代信息技术的高速发展，“互联网+汉语国际教育”已经成为一种新型的汉语教学模式，为汉语语言推广和中华文化传播提供了新的途径，录播课作为线上教学类型之一，因其突破时空限制、可反复观看、节约成本、资源共享等优点被选作2020年度美国俄克拉荷马大学孔子学院小学夏令营的主要教学方式。但同时它也存在交互性不强、对学习者要求高、对技术支持需求高等特点，如何设计、制作、实施录播课都会影响录播课的教学效果，其中涉及录播课“教”与“学”分离过程中的各个要素。笔者利用教育实习的便利条件，亲历夏令营录播课项目的开展与执行，结合孔子学院指导教师的统筹安排计划，熟悉了解了录播课设计与制作情况，通过对汉语教师志愿者录制的视频课程进行观察学习，分别选取语言课、文化课和艺术课视频案例，对录播课设计与制作进行评价分析，录播课设计研究主要包括教学主题、教学目标、教学过程和教学方法，录播课制作研究主要涉及视觉设计、页面布局、声音录入和景别转换等方面。
本研究通过教师和家长访谈、学生和教师问卷调查等形式对录播课教学效果进行评价，归纳总结此次录播课设计、制作、实施过程中存在的长处与不足。长处包括课程类型丰富，教学设计各有侧重、区分度明显；教师教学热情和知识宽度总体上令人满意；录播课视频视听效果良好，充分利用网络教学资源等。不足之处在于部分课程安排不合理；对学习者具体需求调查的缺失；信息技术手段应用不熟练；教学管理中互动与反馈的延迟；对学生学习效果的评估不成体系等。最后基于录播课制作过程和实施效果调研，从教师个人、课程设计、教学内容、信息技术等方面对录播课课程建设提出倡议，希望本文的结论和建议能为后续录播课的改良与精进提供方向，并为录播课教学的发展提供参考价值和思路。

With the rapid development of modern information technology, "Internet+Teaching Chinese to Speakers of Other Languages" has become a new Chinese teaching mode, providing a new way to promote the Chinese and spread Chinese culture. As one of the online teaching methods, the recorded class has been selected as the main teaching mode of online summer camp of Confucius Institute at the University of Oklahoma in 2020 because of its advantages of breaking through time and space, repeating watching, saving cost and sharing resources. However, it is also less interactive, more demanding for learners, and requires more technical support, and the design, production and implementation of a recorded class can affect the effectiveness of the class. This involves various elements in the process of separating teaching and learning. Based on this, the author has experienced the development and implementation of the summer camp recorded lesson project with the opportunity of educational practice, and familiarized the design and production of the recorded lesson in the planning background of the director of Confucius Institute. Subsequently, the writer observed and studied the video courses recorded by volunteers of Chinese teachers, selected the video cases of language class, culture class and art class, and evaluated and analyzed the design and production of the video courses. The research on video curriculum design mainly includes teaching themes, teaching goal, teaching processes and teaching methods. The research on video curriculum production mainly involves visual design, screen layout, recording and scene conversion.
The recorded lessons were evaluated through interviews with teachers and parents, and questionnaires from students and teachers, to summarise the strengths and weaknesses of the design, production and implementation of the video lessons. Advantages include the richness of class types, the concentration and difference of instructional design, the overall satisfaction of teachers' enthusiasm and knowledge, the good effect of recorded video and audio, full use of the network teaching resources. These weaknesses include the poor organization of some courses, the lack of research on learners' specific needs, the lack of proficiency in the use of information technology means, the delay in interaction and feedback in teaching management, and the lack of systematic evaluation of students' learning results. Finally, on the basis of studying the production process and implementation effects of recorded lessons, the measures of recorded lessons curriculum construction are put forward from the aspects of teachers, curriculum design, teaching content and information technology.It is hoped that the conclusions and suggestions of this paper will provide directions for the improvement and refinement of the follow-up recorded lessons, and provide reference values and ideas for the development of recorded class teaching.