笔者于2021年7月至2022年4月在优实国际中文教育（简称“优实中文”）进行了为期9个月的线上汉语教学，教学对象为8-14岁的华裔儿童。教学期间，笔者发现教学中存在学生学习积极性不高、学习兴趣较弱、课堂教学效率不高、师生互动不足等问题。为解决这些问题，笔者经过查阅资料，尝试将多元互动教学模式应用于教学实践中，依据该教学模式进行教学设计并实施，并对实施过程展开分析与反思，以期能对教学过程中出现的问题有针对性地加以解决，进一步探讨这种教学模式在一对一线上汉语综合课教学中的具体应用与教学效果。

本文借助文献研究法梳理了相关研究背景和理论依据，在此基础上依据多元互动教学模式的内涵结合教学对象、教学目标、教学平台等分析了其可行性。之后以该教学模式为依据，进行教学设计并实施，通过课堂观察法、问卷调查法等方法对教学效果进行评估，对教学实施进行反思并提出改进建议。依据课堂观察、问卷调查、学生作业表现及阶段测试表现、教师自评等多种反馈结果，笔者认为该教学模式在一对一线上汉语综合课教学中的应用是可行的、有效的。首先，在应用该教学模式时要注意调动多种教学元素，有助于构建全方位、多层次的互动；其次，该模式的应用有助于增加线上教学中师生之间的有效互动，有助于营造良好的互动氛围，激发学生学习的主动性和内在学习动机，增强学生的学习兴趣,提升课堂教学效率；最后，针对不同的教学对象应选取不同的互动方式，以达到更好的互动效果。

本研究以针对华裔儿童的一对一线上汉语综合课教学为研究对象，将多元互动教学模式应用于一对一线上汉语综合课的教学实践中，收集了包括课堂观察、问卷调查、学生作业、学生阶段测试成绩及测评报告等多种研究材料，同时结合教师自评对教学效果进行多角度评估，是该教学模式在一对一线上汉语综合课教学实践中的进一步探索。

From July 2021 to April 2022, the author conducted a 9-month online Chinese language teaching program at UIS International Chinese Education ("UIS Chinese") for Chinese children aged 8 to 14. During the teaching period, I found that the students were not motivated to learn, their interest in learning was weak, the efficiency of classroom teaching was not high, and the interaction between teachers and students was insufficient. In order to solve these problems, the author tried to apply the multi-interactive teaching model in teaching practice after reviewing the data, designed and implemented the teaching model based on it, and analyzed and reflected on the implementation process in order to solve the problems in the teaching process in a targeted way and further explore the specific application and teaching effect of this teaching model in one-to-one online Chinese integrated class.

This paper compares the background and theoretical basis of the study with the help of literature research method, and analyzes the feasibility of the teaching model based on the connotation of the multi-interactive teaching model in combination with the teaching objects, teaching objectives and teaching platform. After that, the teaching mode is used as the basis for teaching design and implementation, and the teaching effect is evaluated by classroom observation and questionnaire survey, and the teaching implementation is reflected and improvement suggestions are made. Based on the results of classroom observation, questionnaire survey, students' performance on homework and stage tests, and teachers' self-evaluation, I believe that the teaching model is feasible and effective to be applied in one-to-one online Chinese integration classes. Firstly, when applying this teaching mode, we should pay attention to the mobilization of various teaching elements, which can help to build a comprehensive and multi-level interaction; Secondly, the application of this mode can help to increase the effective interaction between teachers and students in online teaching, which can help to create a good interactive atmosphere, stimulate students' learning initiative and intrinsic learning motivation, enhance students' interest in learning, and improve the efficiency of classroom teaching; Finally, different interaction methods should be chosen for different teaching objects to achieve better interaction effects.

This study takes the one-to-one online comprehensive Chinese course teaching for Chinese children as the research object, applies the multi-interactive teaching mode to the teaching practice of one-to-one online comprehensive Chinese course, and collects a variety of research materials including classroom observation, questionnaire survey, student homework, student stage test results and assessment report. At the same time, the teaching effect is evaluated from multiple perspectives combined with the teacher's self-assessment. This is a further exploration of the teaching mode in the one-to-one online Chinese comprehensive course teaching practice.