ISSN: 2226-6348
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This study presents a comprehensive evaluation framework for Teaching Chinese as a Foreign Language (TCFL) in the digital age, with the goal of facilitating bi-directional feedback and continuous pedagogical improvement. Traditional assessment models in education, which are often unidirectional and imposed by authorities, are replaced by a systematic, objective approacthat includes thorough analysis of instructional data. The aim goes beyond simply measuring outcomes; it encourages shared responsibility for teaching quality and drives pedagogical innovation. Utilizing digital technology, the proposed system emphasizes transparent, interactive assessment methods. It goes beyond traditional teacher-centric evaluations by incorporating student self-assessments and peer reviews, effectively identifying instructional weaknesses and promoting continuous teaching enhancement.
Educational institutions are encouraged to integrate this evaluation framework into their strategic plans for talent development. By identifying and addressing the limitations of current assessment methods, tailored improvement strategies can be formulated. The goal is to establish a scientifically robust assessment structure for TCFL classrooms, supporting learner-centered instruction in digital environments and laying a theoretical and practical foundation for educational advancement.
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(Danrong & Samu, 2024)
Danrong, L., & Samu, Q. B. (2024). A Study on the Multifaceted Evaluation System for Teaching Chinese as a Foreign Language Classroom Quality in a Digital Context. International Journal of Academic Research in Progressive Education and Development, 13(3), 1587–1594.
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