Online Teaching Strategies of Idioms for International Chinese Teachers Under the Digital Bloom's Theory

The digital Bloom's theory matches different types of digitization tools for the classification of cognitive goals, offering significant reference value for the new normal of online teaching in international Chinese language education in the post-COVID-19 pandemic. Considering the complexity of Chinese idioms content teaching, this paper investigated online teaching strategies of international Chinese language teachers by combining the digital Bloom's theory. A questionnaire and a semi -structured interview were conducted with 20 international Chinese language teachers with 1-5 years of teaching experience. The results showed that most of the international Chinese language teachers were able to pay attention to the different cognitive goals of the learners, and assisted them in their learning by inserting search engine tools, playing audio and video, and creating online group discussions. However, the availability of equipment, internet connectivity, teacher's competence, and student's cooperation significantly impact the implementation of online teaching activities. By integrating Bloom's taxonomy with international Chinese idiom teaching strategies, this study aims to facilitate online teachers in selecting appropriate digital teaching tools, thereby enhancing their overall proficiency in digital instruction.