1、 The Essence and Teaching Characteristics of the Traditional 'Mingde Model'

As an important base for international Chinese language teaching, Mingde Chinese Summer School is known for its "Mingde model" of immersive teaching environment and diversified teaching design. Since its establishment in 1966, this model has successfully improved students' Chinese oral proficiency through 8 weeks of intensive teaching, combined with language vows and teacher-student interaction. The teaching team is composed of teachers from different backgrounds, and the student sources are also diverse, including both American and non American students, as well as members of society. The Mingde model emphasizes the use of Chinese both inside and outside of class, and provides students with rich language practice opportunities through organizing various cultural activities.

2、 The problems and challenges brought by the epidemic

In depth exploration was conducted on the challenges and problems brought by the epidemic to the teaching mode of Mingde Chinese Summer School, and corresponding innovative teaching strategies were introduced. During the epidemic period from 2020 to 2021, summer schools have fully shifted to online teaching, emphasizing the importance of students' self-learning ability. The teacher designed preview activities such as multiple-choice questions and matching questions to adapt to the flipped classroom teaching mode. During the epidemic, students have more time for self-directed learning. Teachers adjust their homework by recording videos of key vocabulary and grammar learning, to ensure that students can make full use of their spare time. In addition, students are required to complete two independent studies, including written reports, poster presentations, and oral presentations, to improve oral fluency, vocabulary richness, and output quality.

3、 Possible adjustments, innovations, and applications in the post pandemic era

Analyzed the adjustments, innovations, and practical attempts made by the fourth grade of Mingde Chinese Summer School in the post pandemic era. Firstly, the importance of technology application and data analysis was discussed, pointing out that online teaching platform resources have become the main teaching method during the epidemic, and proposing directions for future research on the effectiveness of online resources. Secondly, it emphasizes diverse perspectives and a people-centered teaching approach, advocating for teachers to provide diverse teaching inputs and assessment methods, as well as referencing ACTFL's IPA method for language learning assessment. In addition, it is advocated to integrate teaching activities with technology, such as using multimedia to showcase learning outcomes. Finally, the application of growth mindset and sustainable development concepts in language education was explored, encouraging educators to use non adjective encouragement methods to promote lifelong and self-directed learning among students, while emphasizing that teachers should serve as assistants, guides, and inspirators.

4、 Conclusion

Emphasis was placed on the application of global localization theory in advanced Chinese language teaching under the Mingde model, as well as the adjustment and innovation of Mingde Chinese summer schools during different stages of the epidemic. At the same time, it is pointed out that advanced Chinese courses need to be constantly updated to meet the demands of intensive Chinese language teaching in the new era, influenced by factors such as technology, diversity and inclusiveness, growth oriented thinking, and sustainable development.