1 Introduction

It emphasizes the importance of Chinese micro-lectures as digital resources in the context of educational digital transformation, pointing out that micro-lecture competitions are the main method for constructing micro-lecture resources. However, current competition entries have many shortcomings and cannot adequately meet teaching needs. The article proposes that establishing scientific evaluation criteria for micro-lecture competition entries plays a key role in improving entry quality and promoting the development of micro-lecture teaching resources. It clarifies that this article will focus on exploring language micro-lecture evaluation criteria oriented toward "promoting construction through competition," highlighting differences from other evaluation criteria and outlining directions for constructing new evaluation standards.

2 Special Requirements for Language Micro-lecture Competition Entry Evaluation Criteria under the "Promoting Construction through Competition" Approach

This section discusses the special requirements for language micro-lecture competition entry evaluation criteria under the "promoting construction through competition" approach, emphasizing that evaluation criteria need to balance dimensions such as the systematic nature, sustainability, and teaching adaptability of resource construction. Firstly, the principle of comprehensive coverage is proposed, indicating that micro-lecture resources should cover all aspects of teaching content as much as possible to ensure teaching comprehensiveness and systematicity. This is crucial for whether micro-lecture teaching resources can integrate into Chinese language teaching and give rise to new teaching models. Taking Chinese intensive reading courses for international students in universities as an example, it illustrates the impact of micro-lecture resource coverage on implementing flipped classroom teaching and proposes a strategy of "dividing the whole into parts and advancing step by step"—starting resource construction for specific types of learners or within a defined scope, gradually achieving full coverage of teaching resources. Secondly, the principle of meeting teaching quality standards is elaborated, including that micro-lecture entries should aim for high-quality teaching as a construction goal, while the teaching level supporting the micro-lecture entries only needs to meet basic teaching requirements, i.e., "meeting the standard." It emphasizes that there is a lower limit to teaching quality, meaning usability in actual teaching, which is the baseline quality for micro-lecture entries and a focus of resource construction. Finally, the principle of controllable costs is introduced, pointing out that micro-lecture resource construction must consider economic and hardware costs to ensure its sustainability and accessibility. Evaluation criteria cannot be divorced from participants' daily hardware levels and economic expenditure capabilities, avoiding unfair scoring differences due to disparities in hardware and economic investments, which could affect entry quality. These three principles are considered from the perspectives of systematicity, sustainability, and teaching needs adaptability in constructing micro-lecture teaching resources through competitions; all are indispensable to achieve the goal of micro-lecture entries being usable for and supportive of teaching, forming a virtuous cycle of resource construction and use.

3 Evaluation Criteria for Language Micro-lecture Competition Entries under the "Promoting Construction through Competition" Approach

This section explores the formulation of Chinese language micro-lecture evaluation criteria under the guidance of promoting construction through competition, clarifying evaluation purposes, subjects, and methods. It emphasizes that evaluation aims to guide micro-lecture entries to meet resource construction requirements, with expert judges playing a crucial role, and that evaluation must be fair, just, and transparent. It introduces suggested evaluation criteria for language micro-lecture competition entries, including scoring assessment items, disqualification items, and bonus items, with teaching implementation and teaching language-related items having the highest weight. It analyzes the basis for formulating the evaluation criteria, comparing them with the evaluation standards of four major public micro-lecture competitions in the field of international Chinese language teaching. The evaluation criteria simplify the scoring details for video quality and technical application, emphasize teaching quality as the core indicator, highlight the importance of teaching interaction, include disqualification items to ensure entry topics meet competition requirements, and incorporate bonus items to encourage high-quality and innovative teaching.

4 Conclusion

It emphasizes the importance of Chinese language teaching micro-lecture competitions for cultivating talent in international Chinese language education, noting that competitions play a positive role in enhancing teaching practice levels and constructing teaching resources. At the same time, it highlights the key role of evaluation criteria in guiding participants to improve entry quality and achieve the goal of "promoting construction through competition."