本研究以新加坡华裔儿童为研究对象，通过行动研究探索适合的教学方法，即主题式故事教学法，并探究该方法在具体应用中的积极措施，从而促进针对新加坡儿童线上小班课程的开展。本研究选择特定的教学对象（即新加坡8-11岁华裔儿童），针对新加坡学生“汉语学习以应试为主，缺乏学习兴趣”的具体问题，从教学方法层面提出实践措施，并通过行动研究不断加以改进。
全文一共分为五章，文章结构安排主要如下：第一章绪论部分主要对本研究的缘起、内容、目标、意义和方法进行了简单说明，并对与本研究密切相关的文献进行了综述。
第二章对本文研究对象的汉语学习情况进行了简单介绍与分析，并通过教师访谈和教学情况分析梳理了新加坡华裔儿童线上汉语学习存在的主要问题，为下文研究的开展做好准备工作。
第三章开始为本文的重点章节，探究适用于新加坡华裔儿童线上汉语的教学方法而进行第一轮行动研究：在对比多种教学方法并进行效果分析后，将有利于激发新加坡华裔儿童的故事教学法和主题式教学理念创新性结合，选定主题式故事教学法为小班的主要教学方法。在该教学方法帮助下，师生互动明显向着积极态势发展。
第四章进行了第二轮行动研究，在确定主题式故事教学法的基础上展开了教学，选取了两个典型课例，从确定主题、确定故事、调整教学顺序等方面探究有助于开展教学的积极策略。
第五章为结语，是在两轮行动研究后，总结出的针对新加坡华裔儿童应用主题式故事教学法的积极策略和创新点。首先，教学实验对比发现，通过师生一起读故事、表演故事等教学活动能有效激发学生的参与性和合作性，提高教师课堂教学效率和学生学习效率，因此确定主题式故事教学法作为针对新加坡华裔儿童的线上教学法。其次，在教学实施阶段，教师先根据教学大纲和学生兴趣点确定主题，再依据不同主题内容确定教学重点，让学生能观察、会思考、愿意学。并在具体教学环节通过调整教学活动顺序、设计差异化教学等积极策略，为新手教师线上小班汉语教学提供一定的解决方法。最后回顾、反思行动研究的过程，以供面对类似教学情况的线上汉语教师参考。

This research takes Singaporean Chinese children as the research object, explores the appropriate teaching method through action research and the positive measures in the specific application of this method, so as to promote the development of online small class courses for Singaporean children. This study selects specific teaching objects (i.e., Chinese children aged 9-12 in Singapore), and proposes practical measures from the perspective of teaching methods in response to the specific problem of "Chinese language learning is mainly test-taking and lack of interest in learning" for Singapore students. Then improving the instructional design through action research.
The whole text is divided into five chapters. The main structure of the article is as follows: The first chapter is the introduction, which briefly explains the origin, content, goal, significance and method of this research, and summarizes the literature closely related to this research.
The second chapter briefly analyzes the Chinese learning situation of the research object of this paper, and sorts out the main problems existing in online Chinese class of Singaporean Chinese children through teacher interviews and teaching situation analysis. This will make preparations for the following research.
The third chapter begins as the key chapter of this paper, exploring the suitable methods for these students through the first round of action research. Combined with the story teaching method and the theme-based teaching concept, the thematic story teaching method is selected as the main teaching method for the students in small classes. With the help of this method, the interaction between teacher and students is obviously developing towards a positive trend.
The fourth chapter conducts the second round of action research, which develops teaching on the basis of the thematic story teaching method, selects two typical lessons, and explores positive strategies that help to develop teaching from the aspects of determining the theme, determining the story, and adjusting the teaching sequence.
The fifth chapter is the conclusion. After two rounds of action research, the positive strategies and innovations of applying the thematic story teaching method to Chinese children in Singapore are summed up. First of all, the comparison of teaching experiments found that teaching activities such as reading stories and performing stories together can effectively stimulate students' participation and cooperation, improve teacher's classroom teaching efficiency and students' learning efficiency. Secondly, in the teaching implementation stage, teacher determines the topics according to the syllabus and students’ interests in the first place. And then determines the teaching emphasis according to different themes, so that students can observe, think, and be willing to learn. These active strategies are designed to provide certain solutions for novice teachers in online Chinese teaching, especially in small class. Finally, review and reflect on the process of action research for reference by online Chinese teachers facing similar teaching situations.