赵若含Zhao Ruohan

教学 · Teaching

把学习者的真实困难，转化为可以实施的课程与活动。

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.

赵若含的黑白线描形象：站在白板前授课
88%基础中文传意课程学生满意率
positive overall course evaluation
A 等港科大高级普通话课程教学评价
HKUST Advanced Putonghua teaching evaluation
16 → 3两周内班级语文综合排名
class ranking improvement
3 类课堂大学语文 · 国际中文 · 中学语文
college, international and secondary

教学经历 Teaching Experience

01

昆明工业职业技术学院 · 通识与素质教育学院

Kunming Vocational and Technical College of Industry

教师｜《大学语文》课程设计与授课

Instructor · College Chinese Course Design & Teaching

正在授课Currently teaching

  • 负责 4 个 2026 级教学班Teaching four 2026-entry cohorts
  • 康复治疗技术1班、金属智能加工技术1班Rehabilitation Therapy Technology Class 1 and Intelligent Metal Processing Technology Class 1
  • 资源综合利用技术1班、冷链物流技术与管理1班Comprehensive Resource Utilisation Technology Class 1 and Cold Chain Logistics Technology and Management Class 1
  • 48 课时、24 次课，覆盖文学阅读、实用写作与口语表达A 48-hour, 24-session curriculum spanning literary reading, practical writing and spoken communication
赵若含在昆明工业职业技术学院大学语文课堂授课
02

新东方比邻中文

New Oriental · Bling Chinese

国际中文教师｜国际版与华裔版

Online Chinese Instructor · International & Heritage Tracks

  • 初级语言搭建与游戏化学习Foundational language scaffolding and game-based learning
  • 高阶语篇、成语与中华文化拓展Advanced discourse, idioms and Chinese culture
  • 海外家长沟通与个性化学习方案Overseas parent communication and personalised learning plans
新东方比邻中文在线课堂
03

香港科技大学 iLANG 语文教育中心

HKUST · Center for Language Education

教学助理

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

  • Effective Chinese Communication: Speaking & WritingEffective Chinese Communication: Speaking & Writing
  • Advanced Putonghua for Non-Chinese Language Background StudentsAdvanced Putonghua for Non-Chinese Language Background Students
  • 分层教学、语音诊断、个别化反馈与课堂互动Differentiated teaching, pronunciation diagnosis, individual feedback and classroom interaction
观看讲课视频LANG1416P（T01）教学录像LANG1416P (T01) · Teaching Recording · Bilibili ↗
香港科技大学国际中文课堂
04

昆明润城学校 （云南顶级民办学校）

Kunming Runcheng School

中学语文教师

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

  • 公开示范课获教研组高度评价Open demonstration lesson recognised by the teaching team
  • 数据诊断、分层辅导与家校协同Data-informed diagnosis, differentiated support and home-school communication
  • 阅读、写作与课堂表达的系统训练Systematic development of reading, writing and classroom expression
观看讲课视频初中语文《女娲造人》示范课Secondary Chinese · Nüwa Creates Humans · Bilibili ↗
昆明润城学校中学语文课堂
05

满心 Heartfulness 中文项目 · 印度海德拉巴

Heartfulness Chinese Project · Hyderabad, India

志愿中文教师

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

  • 初级中文课程框架与教学实施Beginner Chinese curriculum planning and delivery
  • 线上线下混合教学Blended online and face-to-face teaching
  • 教学资源整合与志愿教师协作Learning-resource integration and volunteer-teacher collaboration
赵若含在香港科技大学课堂授课
香港科技大学 · 基础中文传意课堂Effective Chinese Communication, HKUST

教学案例 Selected Teaching Cases

从学习者问题出发，呈现教学决策与证据。

C / 01

正在授课 · Currently Teaching

高职《大学语文》课程设计

College Chinese Curriculum Design for Vocational Students

2026 级高职学生｜4 个教学班｜48 课时 · 24 次课Four 2026-entry vocational college cohorts · 48 hours across 24 sessions
学习者与问题 · Learner Challenge

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.

教学设计 · Learning Design
  • 文学阅读、实用写作与口语表达三线整合Integrating literary reading, practical writing and spoken communication
  • 真实文书、专业情境与求职任务Authentic documents, professional scenarios and job-search tasks
  • 教师示范、小步输出、展示互评与评分量规Teacher modelling, incremental output, peer review and assessment rubrics
证据与状态 · Evidence & Status

课程已于 2026 年秋季正式开课，面向康复治疗技术、金属智能加工技术、资源综合利用技术及冷链物流技术与管理四个专业班级持续授课。Formal teaching began in autumn 2026 across four cohorts in rehabilitation therapy technology, intelligent metal processing technology, comprehensive resource utilisation technology, and cold chain logistics technology and management.

C / 02

在线国际中文 · Online TCSL

国际版与华裔版的差异化在线教学

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
学习者与问题 · Learner Challenge

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.

教学设计 · Learning Design
  • 面向初学者搭建语言支架并融入游戏化练习Language scaffolding and game-based practice for beginners
  • 面向较高水平学习者拓展语篇、成语与中华文化Discourse, idiom and Chinese-culture extension for advanced learners
  • 通过海外家长沟通、动态评估与个性化方案调整学习路径Adjusting learning pathways through parent communication, ongoing assessment and personalised plans
证据与状态 · Evidence & Status

覆盖国际版与华裔版课程，持续开展初级语言搭建、高阶语篇与中华文化教学。Teaching across the international and heritage tracks, from foundational language development to advanced discourse and Chinese culture.

C / 03

国际中文 · International Chinese

多语背景学习者的普通话与中文传意教学

Putonghua and Chinese Communication for Multilingual Learners

香港科技大学多语背景学习者Multilingual learners at HKUST
学习者与问题 · Learner Challenge

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.

教学设计 · Learning Design
  • 课前与课中语音诊断及分层活动Pronunciation diagnosis and differentiated activities before and during class
  • 交际任务、个别化反馈与课后辅导Communicative tasks, individual feedback and after-class support
  • Mentimeter、Padlet 与多媒体资源支持互动Interaction supported by Mentimeter, Padlet and multimedia resources
证据与状态 · Evidence & Status

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.

C / 04

中学语文 · Secondary Chinese

基于学情诊断的阅读与写作改进

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
学习者与问题 · Learner Challenge

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.

教学设计 · Learning Design
  • 依据练习与课堂表现定位薄弱环节Identifying learning gaps through practice and classroom performance
  • 分层辅导、针对性任务与及时反馈Differentiated support, targeted tasks and timely feedback
  • 公开课、家校沟通与阶段性复盘协同Coordinating demonstration lessons, home-school communication and staged review
证据与状态 · Evidence & Status

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

01

理解差异

从学习者的语言背景、已有经验与真实困难出发。

Start with learner differences.
02

创造使用

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.
03

反馈迭代

用观察、数据、评价与反思不断调整教学决策。

Iterate through evidence and reflection.