1 Introduction

This section highlights the importance of Chinese characters as the writing system of the Chinese language and points out current issues in Chinese character instruction, such as simplistic teaching methods and a lack of in-depth analysis of the form, sound, and meaning of characters. It also emphasizes that advancements in educational technology offer new opportunities for character teaching, particularly through micro-lectures as structured digital resources that provide students with a more intuitive learning experience. The article mentions relevant research projects organized by China's Ministry of Education and the potential application value of micro-lectures in Chinese character instruction, such as stimulating student interest and reducing learning anxiety. Finally, it states the research objective: to explore the construction of a flipped classroom model for Chinese character teaching and the design of practice activities from the perspective of micro-lectures, aiming to promote the development of character instruction.

2 Literature Review

This section provides a comprehensive overview of the application of micro-lectures and the flipped classroom in language teaching. It notes that the flipped classroom allows students to engage in self-directed learning through videos before class and participate in interactive exercises during class, thereby improving teaching effectiveness. However, challenges such as video quality, teacher experience, and insufficient equipment are also acknowledged. In the field of international Chinese education, scholars have developed various implementation plans and teaching models, with teaching experiments demonstrating their advantages. Additionally, research on Chinese character teaching and acquisition indicates that recognizing/reading and writing are related yet distinct tasks, with differing teaching perspectives and methods, and multiple factors influencing character acquisition. These studies provide a reference for constructing character teaching models and designing practice activities.

3 Model Construction

This chapter constructs a flipped classroom teaching model based on micro-lectures for Chinese character instruction. The teaching model is divided into three stages: pre-class preparation, in-class internalization, and post-class consolidation. In the pre-class preparation stage, teachers create micro-lectures covering character evolution, strokes, stroke order, components, and cultural knowledge, presenting them through multimedia formats and incorporating exercises such as distinguishing between similar-looking characters to enhance students' perceptual understanding. During the in-class internalization stage, teachers address student questions, provide practice opportunities, design thought-provoking questions and exploratory tasks to guide students in independently exploring character features and patterns. Electronic devices are used for typing exercises and classroom activities to promote practice and summarization. In the post-class consolidation stage, teachers reflect on the micro-lecture and classroom design, adjust teaching content and methods, and design consolidation exercises including character recognition, typing, and writing practice to deepen students' memory of strokes and improve writing accuracy and proficiency. The chapter also discusses the design of Chinese character micro-lectures, including recording methods for lecture-style and demonstration-style micro-lectures, as well as the design of character practice activities tailored to non-Chinese-character culture learners, such as distinguishing similar characters, stroke practice, component practice, and radical practice, to enhance exercise effectiveness.

4 Application and Implementation

Through interviews with international Chinese language teachers, this section explores the application and implementation of the micro-lecture-based flipped classroom model in Chinese character instruction. Teachers believe that this model uses micro-lectures as the core for extracurricular self-study, enriching character presentation through a combination of video and audio, allowing students to adjust their learning pace. After pre-class learning, classroom time can be dedicated to in-depth discussions and practice, with post-class exercises consolidating knowledge and improving learning outcomes. This model is suitable for character instruction, especially in environments with limited class hours, and can be adapted as needed for comprehensive or specialized courses. Teachers note that students face challenges in stroke order and distinguishing similar-looking characters, requiring increased practice and targeted guidance. Practice design should have clear objectives, follow acquisition patterns, cultivate cognitive abilities, and be reasonably combined to promote comprehensive student development. Technologically, modern tools facilitate the recording of micro-lectures and flipped classroom design, allowing teachers to use simple equipment and software to create and disseminate micro-lectures. Teaching content should consider student needs, incorporate interactive elements to enhance engagement, and use online platforms to publish micro-lectures and gather feedback for timely adjustments. Teachers recommend presenting micro-lectures in a multimodal manner, potentially using students' native language for explanation.

5 Conclusion

This study constructs a flipped classroom model for Chinese character instruction from the perspective of micro-lectures, exploring micro-lecture design and application while presenting various practice methods. Micro-lectures present character information through multimedia formats, aiding students in pre-class self-directed learning, stimulating thinking, increasing classroom interaction, and enabling teachers to better implement the principle of "concise explanation with ample practice," serving as guides and facilitators. In the future, this model can integrate online and offline learning, platforms and classrooms, self-study and instruction, to enhance the interest, quality, and effectiveness of Chinese character teaching.