The Influence Of Chinese Classroom Environment On The Autonomous Learning Of International Students In China

In the field of teaching Chinese as a second language,scholars have studied the classroom a lot,but they have ignored the overall classroom environment and paid less attention to the influence of the classroom environment on the autonomous learning of Chinese learners.The characteristics of learning.In order to quickly improve language ability,international students must establish a sense and habit of learning autonomy.This requires teachers to create an effective classroom environment,so that the cooperation and efforts of teachers and students can maximize the short-term learning effect.This article will discuss the classroom environment factors that affect autonomous learning,and provide reasonable suggestions for teachers to cultivate foreign students’ autonomous learning capabilities.This study used a combination of questionnaire surveys,interviews,and classroom observations to investigate the classroom environment perception and autonomous learning ability of Chinese students studying in China from a university in Beijing,and analyzed the impact of classroom environment perception on their autonomous learning ability in depth.Based on this,some suggestions are proposed for cultivating foreign students’ autonomous Chinese learning ability and constructing an effective classroom environment,mainly discussing three questions:(1)How do foreign students feel and evaluate the classroom environment?Are there any significant differences in individual factors such as gender,age,country and region,and class?(2)How about the autonomous learning ability of international students in China?Are there any significant differences in individual factors at the gender,age,country and regional and class?(3)What factors of the classroom environment will affect the autonomous learning of foreign students?The survey and analysis results show that:(1)International students are highly satisfied with the overall classroom environment,and the degree of recognition of the teacher’s teaching part is slightly higher than that of the student’s learning part.There is a significant gender difference in foreign students’ perception of the classroom environment,but there are no significant differences in age,country,region,and level.(2)The overall level of self-learning ability of international students is good,but as the requirements for learners in the five levels of autonomous learning become higher and higher,students’ability in the corresponding dimensions is also getting weaker.There is no significant difference in the autonomous learning ability of foreign students in terms of gender,age,country and region,and level.(3)Various factors of teacher teaching have an important influence on the autonomous learning of foreign students."teacher’s support","equality",and "teacher’s innovation" have significant positive effects on autonomous learning,Among them,"teacher’s support" It plays the most important role in promoting and maintaining students’ autonomous learning.On the contrary,the factor with the highest score "teacher’s leadership" has no significant effect on autonomous learning.The effects of various factors on student learning on autonomous learning are also different:"Students’Responsibility." "Affinity between Classmates,"and "Task Orientation" all have a significant positive effect on foreign students’ autonomous Chinese learning ability.influences."Class participation" and "student cooperation" do not have a significant impact on "autonomous learning".When teachers ’teaching factors and students’ learning factors work together,the influence of factors in the classroom environment on autonomous learning has changed substantially.Specifically,"Teacher’s support","Equality" and"Teacher’s innovation" no longer have a significant impact on autonomous learning,that is,the significant effects of various factors in teacher teaching on autonomous learning have disappeared.Among the various factors of student learning,only "student responsibility"and "affinity between classmates" also have a significant impact on foreign students’autonomous Chinese learning ability.