Instructional Design for an Advanced Business Chinese 
Comprehensive Course Based on the Flipped Classroom 
Model

Wenjun Niu

doi:10.70711/wef.v2i11.7075

Instructional Design for an Advanced Business Chinese Comprehensive Course Based on the Flipped Classroom Model

Wenjun Niu

Abstract

The flipped classroom model emphasizes student-centered autonomy and teacher-facilitated guidance, enhancing learning outcomes
through pre-class independent learning and in-class intensive discussions and practice. Based on this model and following a front-end analysis
of teaching needs, this paper presents an instructional design for an advanced Business Chinese comprehensive course, using Recruitment
(Unit 1, Lesson 1 from New Silk Road: Advanced Business Chinese Comprehensive Course 2) as a case study. The design aims to shift the
focus of Business Chinese teaching from in-class knowledge delivery to pre-class self-directed learning, guiding students from passive listening to active engagement. By doing so, it seeks to cultivate their practical Business Chinese skills and cross-cultural communication abilities,
and explore the impact of the flipped classroom model on contemporary international Chinese education in the context of modern educational
technology.

Keywords

Flipped Classroom; Business Chinese; Instructional Design

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References

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DOI: http://dx.doi.org/10.70711/wef.v2i11.7075

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