由於中國近年來的經濟、政治、軍事及科技等的成長，帶動龐大市場和全球化的國際影響力，引發全球的中文學習熱潮。 為因應全球華語師資的缺乏，台灣各大專院校紛紛成立華語教學的系所以提供優質課程來進行師資培育的工作。
然而，其師資生們將來所面對的學習者多為以華語為第二語言或外語的學習者，需要國外有豐富實際教學經驗的資深講師來協助師資生的培育工作，但各大專院校的師資礙於時空條件，難以真正地聘請到國外的資深華語教師來台教授整學期的課程，進行華語師資長期的培訓工作，因此透過網路科技的教學和線上學習，可以克服此一困難。
本研究乃透過國立新竹教育大學中國語文學系華語教學組的一門碩士課程，課程名稱為「文言文教學法專題研究」， 以台灣及美國的線上學習合作模式，運用虛擬課堂（同步、非同步模式)進行線上學習。課程內容採全球化的觀點，並以貼近二語學生學習之方式，進行文言文、現代華語、教學方法之討論。研究者透過「文言文教學法專題研究」線上課程中，悉知師生、生生之間是如何在虛擬課堂上共同建構一個專業社群，而在此專業社群又是如何透過互動以建構文言文教學的專業知能，本研究希冀藉由此二個方向討論，並為未來遠距華語師資培訓課程提供一個線上課程的參考框架。
此本論文透過Sung的線上學習五大要素和Holmes的共同建構理論（Communal Constructivisim）為理論基礎，針對上課的錄影（包括語音和影像）及線上的對話框（聊天室）、課後的線上社團課堂的部分進行語料的轉寫，並將資料進行編碼、整理和分析歸納。¬
透過整學期的觀察，研究者發現線上互動與知識建構的過程中，老師從指導者成為引導者，課堂中發言權由一元變成多元之對話模式，從傳統教室的老師為主導或學生為主導的課堂結構，成為課堂參與者者擁有均等的發言權的特殊情境， 是本研究的重要發現。

Recently years the more and more people are learning Chinese as a second language around the world. Therefore the more and more grad schools increase the departments of teaching Chinese as second language in Taiwan. However, The lack of experienced teacher trainer within training program is unfortunate to students-teachers’ learning.
For this reason, the study are broken limitation of the space and time using online learning as a tool. This paper applied the discourse analysis to examine the interaction of online group. The content of this course is included Classical Chinese, and Chinese Teaching method in global context for foreign learners. The aim of this case study explored impact of online synchronous and asynchronous interaction and knowledge construction on learning. The teacher trainer from Taiwan in U.S. and student teachers in Hsinchu Taiwan was implemented in a semester-long online training course via Elluminate.
The communication that occurs in electronic chat rooms in the Computer-Meditated Communication environment (CMC) and voice would reveal special ecological environment between student teachers and the trainer. Based on the Holmes (2001) and Sung (2013) theory applied the discourse analysis in “Teaching classical Chinese as a second language” course as a case to explore how to construct classical Chinese teaching skills and how to interact to create the professional group through student teachers and teacher trainer within online learning.
The findings are the structure of online class that is from teaher-oriented or student-oriented to participant-oriented through interaction and knowledge-constructed process. The right of virtual class is average on every participant even teacher and student teacers.

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