教学 · Teaching
Turning learners’ real challenges into teachable courses,tasks and feedback.
教学实践横跨高职《大学语文》、国际中文与中学语文，关注学习者差异、真实表达、反馈与持续改进。My teaching spans College Chinese in vocational education, international Chinese language education and secondary Chinese, with a focus on learner differences, authentic expression, feedback and continuous improvement.
教学经历 Teaching Experience
Kunming Vocational and Technical College of Industry
Instructor · College Chinese Course Design & Teaching
课程筹备中 · Course in development
New Oriental · Bling Chinese
Online Chinese Instructor · International & Heritage Tracks
长期综合教学评估 TICO：A 等Long-term TICO teaching evaluation: Grade A
HKUST · Center for Language Education
Teaching Assistant
基础中文传意：口语与写作获 88% 学生积极总体评价； 高级非母语者普通话课程教学评价达 A 等Effective Chinese Communication: Speaking & Writing received 88% positive overall feedback; Advanced Putonghua received a Grade A teaching evaluation
Kunming Runcheng School
Secondary Chinese Language Teacher
两周内班级语文综合排名由第 16 名提升至第 3 名The class ranking in Chinese rose from 16th to 3rd within two weeks
Heartfulness Chinese Project · Hyderabad, India
Volunteer Chinese Language Teacher
课程与团队协作获得学生和教师积极评价The course and team collaboration received positive feedback from learners and teachers
教学案例 Selected Teaching Cases
课程设计档案 · In Development
College Chinese Curriculum Design for Vocational Students
2025 级高职学生｜48 课时 · 24 次课2025 cohort of vocational college students · 48 hours across 24 sessions语文基础差异较大、主动表达意愿较弱，且需要建立课程内容与职业场景之间的联系。Learners vary widely in Chinese proficiency, show limited willingness to express themselves, and need clearer links between course content and professional contexts.
当前成果为课程结构、教案、任务与口笔试考核设计；正式授课计划于 2026 年秋季开始。Current outputs include the curriculum structure, lesson plans, tasks, and written and oral assessments; formal teaching is planned to begin in autumn 2026.
在线国际中文 · Online TCSL
Differentiated Online Chinese Teaching for International and Heritage Learners
新东方比邻中文海外学习者｜国际版与华裔版Overseas learners at New Oriental Bling Chinese · International and heritage tracks学习者的语言基础、家庭语言环境和文化经验差异明显，需要在共同课程目标下调整讲解、任务与反馈。Learners differ significantly in proficiency, home-language environment and cultural experience, requiring adapted explanations, tasks and feedback within shared course goals.
长期综合教学评估 TICO 为 A 等；相关课程与学习支持持续进行中。The long-term TICO teaching evaluation is Grade A; courses and learner support are ongoing.
国际中文 · International Chinese
Putonghua and Chinese Communication for Multilingual Learners
香港科技大学多语背景学习者Multilingual learners at HKUST学习者语言背景、语音基础与表达需求不同，需要兼顾共同目标和个别化支持。Learners differ in linguistic background, pronunciation foundation and communication needs, requiring shared goals alongside individual support.
Effective Chinese Communication: Speaking & Writing 获 88% 学生积极总体评价；Advanced Putonghua for Non-Chinese Language Background Students 的教学评价达 A 等。Effective Chinese Communication: Speaking & Writing received 88% positive overall feedback; Advanced Putonghua received a Grade A teaching evaluation.
中学语文 · Secondary Chinese
Evidence-Informed Improvement in Reading and Writing
昆明润城学校中学语文课堂Secondary Chinese classroom at Kunming Runcheng School在有限教学周期内识别班级共性问题，同时回应学生在阅读、写作和表达方面的差异。Within a limited teaching period, the work required identifying shared class needs while responding to individual differences in reading, writing and expression.
任教记录显示，班级语文综合排名在两周内由第 16 名提升至第 3 名。Teaching records show that the class ranking in Chinese rose from 16th to 3rd within two weeks.
教学理念 Teaching Philosophy
从学习者的语言背景、已有经验与真实困难出发。
Start with learner differences.让语言进入任务、互动与真实情境，而不是停留在知识讲解。
Design for authentic language use.用观察、数据、评价与反思不断调整教学决策。
Iterate through evidence and reflection.