近些年来，由于受到新冠疫情影响，国际中文教育的课堂由线下向线上转变。教学活动和课堂管理由于教学场所的变化和屏幕的限制而变得更加困难，教学氛围相对低沉，学习效果也会大打折扣。笔者教学对象为美籍华裔儿童，属于低龄学段，专注力与自制力不足，注意力极易分散。基于此，笔者结合《马立平中文》的教材特色，依据不同故事构建不同情景，将词汇、语法、文化方面的内容巧妙融入讲述故事的过程中，通过亲身教学实践感受到了故事教学在线上中文教学中独有的优越性。

通过对教学所用教材进行版块特色与文化题材分析，笔者发现使用故事教学法非常适用于对《马立平中文》的教学。为调查故事教学法在《马立平中文》中的运用现状，了解该教学方法实施过程中的问题与原因，笔者采用文献研究法、调查研究法与访谈研究法进行研究。通过梳理文献掌握故事教学法研究现状，随后对43名中文学习者发放问卷进行调查，接着对八位教授《马立平中文》的教师进行半结构化访谈，最后依据上述研究结果与调查数据分析出以下问题：（1）教学概念含混不清；（2）备课压力大；（3）教学衔接性差；（4）教学活动拓展受限。对应建议有扩充知识储备，做到概念明晰化；利用故事视频、图片、实物教具与技术平台；设计简洁化教学活动等。基于上述问题与建议，笔者选取《铁棒磨成针》一文展开教学设计与实践，通过课后访谈了解教学效果，进行教学反思。

In recent years, due to the impact of the COVID-19 pandemic, the classroom of international Chinese education has shifted from offline to online. Teaching activities and classroom management have become more difficult due to changes in teaching venues and screen limitations, resulting in a relatively low teaching atmosphere and a significant reduction in learning effectiveness. The author's teaching target is American-born Chinese children, belonging to the younger age group, who lack concentration and self-control, and are easily distracted. Based on this, the author combined the textbook features of "Ma liping Chinese" and constructed different scenarios based on different stories, cleverly integrating vocabulary, grammar, and cultural content into the process of storytelling. Through personal teaching practice, the author has experienced the unique advantages of story-based teaching in online Chinese teaching.

Through analyzing the section features and cultural themes of the teaching materials used, the author found that using the story-based teaching method is highly suitable for teaching "Ma liping Chinese." To investigate the current status of the application of story-based teaching methods in "Ma liping Chinese" and understand the problems and reasons in the implementation of this teaching method, the author adopted literature research, survey research, and interview research methods. By sorting through the literature, the author gained an understanding of the current research status of story-based teaching methods. Subsequently, a questionnaire was distributed to 43 Chinese learners for investigation, followed by semi-structured interviews with eight teachers teaching "Ma liping Chinese." Finally, based on the above research results and survey data, the following issues were analyzed: (1) unclear teaching concepts; (2) high pressure in lesson preparation; (3) poor teaching cohesion; (4) limited expansion of teaching activities. Corresponding suggestions include expanding knowledge reserves, clarifying concepts, utilizing story videos, pictures, physical teaching aids, and technological platforms, and designing simplified teaching activities. Based on the above issues and suggestions, the author selected the article "Iron Rod Turned into a Needle" to carry out teaching design and practice, understood the teaching effect through post-class interviews, and conducted teaching reflection.