Journal of Higher Education Research

With the application of information technology in the field of education, the blended teaching, which integrates the advantages of traditional teaching and network teaching, has attracted increasing attention from the academic community at home and abroad. Chinese teaching for international students must fully take into account students' instrumental motivation, learning difficulties, behavioral characteristics and knowledge structure in learning Chinese, and adopt a whole-course, all-area, and all-space teaching mode. The "online + offline" blended teaching can change the previous teaching method of focusing on the classroom, and gradually focus on the whole chain of three stages before class, during class and after class. In this way, in-class knowledge acquisition can be combined with extra-curricular practical experience, and online personalized learning guidance can be combined with offline centralized training exercises. This will help to realize the transformation of language knowledge into language ability, focus on creating situations, strengthen exploration and collaboration, promote knowledge transfer, promote students' personalized knowledge construction, improve the interest and quality of Chinese language learning for international students, and improve international students' understanding of Chinese language and culture. identity. It also contributes to the dissemination of Chinese voices and Chinese stories.