Design of Chinese Classroom Modules and Statistical Processing of

Teaching Data Based on the BOPPPS Teaching Model

Jiarui Zhang

China Jiliang University, Hangzhou, Zhejiang, China

Keywords: BOPPPS, Chinese Classroom, Instructional Design.

Abstract: This study is based on the BOPPPS teaching model to design a case study of Chinese classroom for Colom-

bian students, combining computer processing technology and education, using constructivism and commu-

nicative approach as the theoretical basis, to design a Chinese classroom teaching module, to analyze the

learning data of the experimental subjects, and to determine the implementability of the teaching model

through comparative analysis of the experimental subjects' data. In the process of teaching, we emphasize the

closed-loop teaching of student participation and feedback, follow the principles of student initiative and goal

orientation, apply computer science and technology to BOPPPS Chinese classroom teaching, and finally

quantify and analyze the teaching data of teachers and students through questionnaires and data processing

techniques, aiming to summarize the best results of students' learning performance in the BOPPPS-based

Chinese classroom teaching model. The aim is to summarize the best results of students' learning in the

BOPPPS-based Chinese classroom, and to use it as a standard to optimize the construction of Chinese classes

for Colombian students, this will help to provide effective teaching reference for future Chinese teaching.

1 INTRODUCTION

The Chinese classroom, as a professional channel for

Chinese language learning, requires teachers to adopt

effective teaching methods in the teaching process to

help students improve their Chinese language learn-

ing ability. On this basis, according to Douglas Kerr

of the University of British Columbia, the BOPPPS

teaching model is proposed, based on constructivism

and communicative approach as the theoretical basis,

with a closed-loop teaching process emphasizing

student participation and feedback as the mode (Pat-

tison, Russell, 2006), and a total of six teaching

elements are divided, and then computer statistical

techniques are combined with education for the final

summary and analysis, thus determining the BOPPPS

teaching model implementability for enhancing

teaching effectiveness.

At present, the application of the BOPPPS

teaching model in international Chinese teaching has

achieved the following classical results. In 2019,

Ting Liu applied the BOPPPS teaching model to the

teaching practice of the Elementary Chinese General

Course at the Confucius Institute of Hasanuddin

University in Indonesia, and concluded that the

BOPPPS teaching model has a significant effect on

improving students' interest in learning Chinese

listening, reading, and speaking.In 2020, Chaoqun

Zhong and Xinzhen Zhang applied the BOPPPS

model to the teaching of Chinese newspaper reading

classes at the Confucius Institute of the University of

the Philippines in Red River Rizal. Later in 2021, Ye

Xiaotong published a paper entitled 《 Teaching

Design of Online Chinese as a Foreign Language for

Elementary Comprehensive Classes Based on the

BOPPPS Teaching Model》, which elaborated on her

exploration of the advantages of applying the

BOPPPS teaching model to online Chinese as a

foreign language for elementary comprehensive

classes. So far in 2022, only two articles, Wang

Xiaowei's 《Research on the Application of BOPPPS

Model Based on Online Intermediate Chinese Inte-

grated Class 》 and Sun Yating's 《 Design and

Application of BOPPPS Teaching Model in Online

Teaching of Advanced Chinese Reading 》 , have

shared their research reports on the adoption of

BOPPPS teaching model in Chinese classrooms.

It can be seen that there are still few Chinese

classrooms using the BOPPPS teaching model, and

there is even less research on teaching Chinese to

Colombian students. Therefore, this paper designs

Zhang, J.

Design of Chinese Classroom Modules and Statistical Processing of Teaching Data Based on the BOPPPS Teaching Model.

DOI: 10.5220/0011867700003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 5-8

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

and analyzes this teaching case using the BOPPPS

teaching model with Colombian students as the re-

search object, help learners to learn Chinese better.

2 RESEARCH METHODOLOGY

AND PROCESS

The following section will use BOPPPS to record and

analyze feedback from Colombian Chinese class-

rooms.

2.1 Division of Teaching Elements

The BOPPPS teaching model consists of six main

elements, namely Bridge-in, Objective,

Pre-assessment, Participatory Learning,

Post-assessment, and Summary (Cao, Yin, 2016), as

shown in Table 1.

The introductory element, often referred to as the

"hook," helps students become interested in new

learning and accelerate their motivation by stimulat-

ing their curiosity. The pre-assessment stage is used

to assess the learners' current learning level and to

remind the learners of what they have mastered; the

classroom participation stage is to use active learning

strategies to make the learners deeply involved in the

classroom to achieve the teaching objectives; the

post-assessment stage is to determine the learners'

mastery of the knowledge associated with the teach-

ing objectives after the classroom learning; the

summary stage is to provide an opportunity for the

teacher and the learners to reflect together and to help

teachers and students to prepare for the next teaching

(Zhang, Zhu, 2016).

Table 1. Analysis of BOPPPS teaching elements

Elements Purpose

1.Bridge-in

Stimulate students' curiosity and help them become interested in new content

2.Objective

The level that students should achieve through their studies

3.Pre-assessment

Assessing the learners' current learning level to facilitate the teaching follow-up ar-

rangemen

4.Participatory

Learnin

The process of using active learning strategies to deeply engage learners in the class-

room and ultimately achieve instructional goals

5.Post-assessment

Determine the extent to which learners have mastered the knowledge associated with

the instructional objectives after this classroom learning

6.Summary

Provide an opportunity for teachers and learners to reflect together and help teachers

and students prepare for the next instruction

2.2 Teaching Module Design

The BOPPPS teaching model is composed of the

above six modules, and teachers should not be able to

design their lessons in a formal way, nor should all

lessons be designed strictly according to these six

modules. The purpose of the model is to improve the

effectiveness of teaching and learning and to provide

a reference for teachers who use the BOPPPS teach-

ing model for classroom teaching (Zhou, Zhong,

2018). Therefore, according to the six teaching ele-

ments, the teaching tasks are arranged in three

teaching phases: before, during and after class, and

specific teaching modules are designed as shown in

Table 2.

Table 2. Teaching module design

Teaching pro-

cess

Serial

number

Elements Task Teaching

Before Class

Bridge-in

Stimulate learning interest

、

classroom

introduction

Why

2 Objective Clarify learning objectives What/How well

3 Pre-assessment

Understanding students' Chinese level to pre-

are for teaching

Know what

During the

lesson

Participatory

Learning

Set teaching measurements to guide students'

active learning

How to learn

5 Post-assessment

Test the learning effect of students and the

teaching result of teachers

How well

After Class

Summary Self-reflection and lessons learne

Know Yourself

NMDME 2022 - The International Conference on New Media Development and Modernized Education

2.3 Comparative Data Analysis

In this case, the feasibility of the teaching model was

evaluated by comparing and analyzing the students'

learning assessment scores. The students were di-

vided into two groups of five students each, with the

first group being the better learners and the second

group being the lower learners. Under the same

classroom conditions, the weights of the pre-test,

stage assessment and summative assessment of the

two groups were recorded to observe whether the

students had mastered the learning contents. Finally,

the comparative analysis was conducted, and the

teaching mode was considered effective when the

difference between the weights of summative as-

sessment scores and pre-class assessment scores of

each group of students was P≥10 and the difference

between the weights of the two groups of students

was S≤5, as shown in Table 3.

Table 3. Analysis and comparison of student Achievement

Group

Measurement

hase

pre-class

assessment

stage assess-

ment

summative

assessment

P S

Serial number 1 2 3

Group 1

1 2 3 5

12≥10

2≤5

2 3 4 5

3 3 3 4

4 4 6 7

5 2 4 5

Total 14 20 26

Group 2

1 1 3 4

15≥10

2 2 3 5

3 2 4 6

4 1 2 4

5 3 4 5

Total 9 16 24

2.4 Teaching Feedback Analysis

From the above data, it is clear that the BOPPPS

teaching model has a positive effect on the im-

provement of students' performance. Based on this, a

questionnaire survey on student satisfaction was

conducted after the class, and the results of student

feedback were consistent with the results of objective

achievement improvement, as shown in Figure 1.

Figure 1. Student satisfaction survey statistics

The results proved that the BOPPPS teaching

model is applicable to Chinese classroom teaching

and beneficial to students' learning.

3 CONCLUSIONS

This teaching case is based on the BOPPPS teaching

model, which combines computer technology and

modern education. The experimental results show

that the teaching effect is significantly improved,

Great progress in grades General progress in grades A little progress

Design of Chinese Classroom Modules and Statistical Processing of Teaching Data Based on the BOPPPS Teaching Model

which has certain guiding significance for Chinese

teaching. In addition, in the actual teaching, teachers

should adjust flexibly according to the specific situ-

ation of classroom teaching and pay attention to the

timeliness of "interaction-feedback" inside and out-

side the classroom (Wang, Duan, 2022). However,

the limitation is that the sample size and representa-

tiveness are not enough. The sample size can be

further expanded in the future to extend the findings

and provide a basis for subsequent analysis of similar

Chinese classrooms.

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