1 Introduction

Introduces the impact of the internet on education and emphasizes micro-courses as a product of digital transformation in education. Although there is accumulation in the field of international Chinese education, there are many problems such as uneven quality, outdated content, and lack of creativity. The author proposes to explore the construction path of micro-courses in international Chinese education from the perspective of experiential cultural studies through case analysis, aiming to promote innovation in research and development concepts, optimization of content selection, improvement of instructional design, and enhancement of application effectiveness, while exploring intervention paths for cultural theory and interdisciplinary dialogue.

2 Development of Micro-courses in International Chinese Education

Discusses the development history, construction process, output pathways, as well as the characteristics and value of micro-courses in international Chinese education. Micro-courses, with instructional videos as the medium, are organized around knowledge points and feature short duration, small size, ease of dissemination, and focused content. Their construction practices and research have made progress, with competitions serving as a major driving force. Micro-course outputs primarily come from training institutions, educational organizations, and enterprises, reflecting a multi-stakeholder structural characteristic. Micro-courses have a "formatting" function for classrooms, enhancing the interest of knowledge delivery, reducing learners' cognitive load, and stimulating interest and motivation. The fragmented nature, small knowledge granularity, and flexible combination of micro-courses make them adaptable and universally applicable, capable of meeting diverse needs. When applied in flipped classrooms, micro-courses can stimulate learners' deep engagement and improve efficiency. For society, micro-courses possess educational functions, cultural dissemination value, and social construction significance, breaking through material "barriers" and enabling cross-border circulation of high-quality educational resources. They hold positive implications for knowledge flow, cultural transmission, Sino-foreign cultural exchanges, and the maintenance of educational equity.

3 Experiential Cultural Studies Perspective on Micro-courses in International Chinese Education

Explores the construction of micro-courses in international Chinese education from the perspective of experiential cultural studies. First, it introduces experiential cultural studies, proposed by German scholar Hermann Bausinger, which advocates focusing on everyday life matters, revealing the underlying cultural logic and significance, and excavating the modernity of historical heritage and the soul of nations. Then, it explains the relevance and compatibility between international Chinese education micro-courses and experiential culture. Many knowledge points in micro-courses originate from daily life, but due to cultural differences, international students may struggle to perceive their underlying connotations. Experiential cultural studies can support micro-course construction. Subsequently, it points out existing issues with international Chinese education micro-courses, including inconsistent understanding, uneven quality, scattered topic selection, lack of systematization, insufficient social and contemporary relevance in content, limited explanatory power, weak educational narrative awareness, and didactic tendencies that affect cognitive engagement and emotional interaction. Finally, it emphasizes the need for a systemic perspective and collaborative awareness to address these issues, implementing improvements in content selection, narrative strategies, and teaching effectiveness.

4 Experiential Cultural Studies Pathways for Micro-course Construction in International Chinese Education

Discusses the experiential cultural studies pathways for constructing micro-courses in international Chinese education, emphasizing a shift from traditional orientations to contemporary everyday life. Real-life vocabulary and instructional design help learners gain intuitive understanding, while multimodal animations and practice arrangements enhance interactivity and strengthen cognitive processing. Additionally, moving from folk phenomena to the life-world integrates folk customs with the real-life scenarios of international students, aiding their comprehension of folk culture. Furthermore, transitioning from symbolic representation to educational narrative uses educational narratives to connect life events and symbolic signs, empowering instructional design. Finally, shifting from conceptual transmission to empathetic communication employs empathy strategies to evoke learners' emotional energy, promoting instant alignment between micro-course textual discourse and readers' psychology, thereby achieving effective teaching and international communication outcomes.

5 Concluding Remarks

Emphasizes the importance of experiential cultural studies for micro-course construction in international Chinese education, noting it as an attempt at interdisciplinary dialogue that aligns with the new liberal arts research framework. According to the "International Chinese Online Education Action Plan (2021–2025)," innovation in micro-course construction is necessary. Experiential cultural studies, with culture at its core and a focus on human life experiences, facilitates cross-cultural understanding. International Chinese education micro-courses need to optimize their logical structure, organizational paradigms, and discursive expressions, adhering to policy and technical standards to achieve development in the new phase.