1、 Single class teaching under the new normal of online education

Introduced the challenges and coping strategies of Mingde Chinese Summer School in transitioning teaching to online mode during the epidemic. Online teaching has become the new normal, which has an impact on immersive teaching and student learning efficiency. Mingde Chinese Summer School recruits and trains global online teachers to provide opportunities for multicultural exchange and ensure learning outcomes. After returning to offline teaching in 2022, online teaching will still be retained, and plans to cooperate with domestic and foreign universities to provide more practical opportunities for Chinese second language learners and education majors, solve the problem of teacher supply and demand, and promote the cultivation of international Chinese education talents.

2、 A win-win cooperation model across regions and universities

Since 2020, Mingde Chinese Summer School has collaborated with multiple universities to establish a mature model of "selection training feedback", selecting 40-50 class teachers for teacher training and online teaching, and obtaining internship certificates after the project. Single class teaching plays an important role in Mingde Chinese Summer School, as it can adjust teaching according to students' characteristics, improve learning efficiency and enthusiasm. Students learn about the diverse Chinese speaking world through communication with teachers. Teaching evaluation shows students' recognition of online single class courses. Cooperating universities enhance students' teaching abilities, stimulate their enthusiasm for employment, and clarify their employment directions through professional internships. Under the epidemic, universities are exploring new internship platforms and forming new models of cross-border cooperation. Taking Beijing Language and Culture University as an example, through the "online+offline" and "domestic+overseas" joint internship models, inter school cooperation is carried out with multiple universities to complete selection, organization, training, management, and evaluation processes, achieving cross-border and inter school cooperation.

3、 Beijing Language and Culture University: Multiple stages from selection to management

This article introduces the entire process of cooperation between Beijing Language and Culture University and Mingde Chinese Summer School, including selection, management, training, and feedback. Beijing Language and Culture University has utilized its multilingual and multicultural advantages to select 75 students to participate in teaching internships. The selection criteria comprehensively consider the applicant's writing skills, teaching ability, attitude, learning ability, and development potential. The cooperation mode is two-way guidance and management. Mingde Chinese Summer School provides pre teaching training and in teaching training, while Beijing Language and Culture University manages, tracks, and guides students. After the internship, the two schools summarized their experience through a questionnaire survey, reflected on and adjusted their cooperation mode.

4、 Mingde Chinese Summer School: Training in multiple dimensions such as teaching materials, teaching methods, and cross-cultural communication

Mingde Chinese Summer School has provided multidimensional training in teaching materials, teaching methods, and cross-cultural communication. The school offers various types of classes, such as large class, small class, discussion class, and single class, each with its specific teaching tasks and methods. Single class classes pay special attention to flexibly adjusting teaching content according to students' situations, including pronunciation exercises, vocabulary and grammar exercises, and free discussions. Mingde Chinese Summer School has set four training objectives: to help teachers familiarize themselves with teaching materials, understand student needs, create a safe classroom atmosphere, and promote cross-cultural communication.

5、 Conclusion

Emphasis was placed on the innovation of the cooperation model between Mingde Chinese Summer School and Peking University, including online single class teacher recruitment and training, as well as its multidimensional contributions in language teaching, cultural exchange, and cross-cultural communication skills development. At the same time, it pointed out the growth space and job opportunities provided by this model for teachers, as well as its successful cases in promoting teachers' entry into the field of Chinese language teaching in North America. Despite challenges such as time difference, internet speed, and teaching technology, the author is optimistic about the future development of this collaborative model and proposes suggestions for optimizing screening criteria, training methods, and feedback mechanisms to promote progress in Chinese language teaching and teacher training.