1、 Introduction

Emphasize the importance of teaching Chinese characters in teaching Chinese as a second language, and point out that Chinese characters are the key and difficult point in learning Chinese. Chinese characters are not only the basic unit of Chinese language, but also its prominent feature, closely related to the syllables and tones of Chinese language. However, Chinese character teaching is often overlooked in the middle and advanced stages, making it difficult for international students to master the systematic rules of Chinese characters. The paper proposes that by offering advanced courses on Chinese characters, strengthening the basic knowledge of Chinese characters, revealing the principles and rules of character construction, international students' sense of Chinese characters and comprehensive application ability can be improved, thereby effectively solving the problem of difficult Chinese character learning.

2、 Flipped Classroom Theory and Its Applications

The flipped classroom theory was proposed by Aaron Sams and Jonathan Bergman in 2007, which aims to improve teaching effectiveness through pre class video learning and in class interaction. This model is widely used in the global education field, promoting the development of teaching resources such as micro courses and MOOCs. The COVID-19 has further promoted the use of video teaching resources. However, the flipped classroom has problems such as difficulty in controlling the effectiveness of pre class learning and insufficient student initiative in constructing knowledge. To address these issues, scholars have proposed various upgraded flipped classroom models, such as flipped learning, seamless flipped learning, deep flipped learning, etc., aimed at optimizing teaching modes, promoting teacher-student interaction, and student self-directed learning. This study draws on the flipped classroom theory in the teaching of advanced Chinese character courses, with the core goal of cultivating students' higher-order thinking abilities, while also considering the cultivation of both low-level and high-level thinking abilities.

3、 Construction ideas of flipped classroom teaching mode

Explored in depth the application of flipped classroom teaching mode in advanced Chinese character courses, and proposed specific construction ideas. Firstly, based on the teaching content and mode, a new textbook called "Advanced Course of Chinese Characters" has been developed. The textbook is problem centered, arranged according to the cognitive rules of Chinese characters, and encourages students to participate in co construction, with openness. Secondly, in order to support pre class learning, sustainable, easy to control, and practical pre class learning resources have been developed. The course learning platform provides rich teaching materials and interactive functions to meet personalized learning needs and achieve monitoring of the learning process.

4、 Conclusion

The advanced Chinese character course is highly compatible with the flipped classroom teaching mode, and preliminary practice has shown that it is inspiring for improving course quality and optimizing teaching modes. The course not only helps international students break through the bottleneck of Chinese language learning, but also promotes learning motivation, strategy adjustment, sense of achievement, and cultural identity. In the future, we will conduct in-depth research on setting teaching objectives, building teaching frameworks, positioning teacher roles, optimizing teaching procedures, and evaluating teaching effectiveness.