An Analysis Of The Reasons And Transformation Strategies For The Students Who Study In Preparatory Science In China

Although the foundation course education for foreign students in China has formed a relatively complete and scientific teaching system,the history is still relatively short,and the development of all aspects is not mature enough.Foundation course education still faces many problems,among which the problem with learning difficulties is especially worthy of further and systematic study.How to solve the problem of learning difficulties reflects the level of our foundation course education and teaching,and has an important impact on the overall quality of foundation course education and the efficiency of the use of Chinese government scholarships.Exploring the causes of learning difficulties can help researchers to study the success factors and rules of second language acquisition,and also can help the management of foundation course education and teaching.In view of the phenomenon of learning difficulties,a large number of experts and scholars at home and abroad have carried out research from multiple perspectives.The study of learning Chinese as a second language has its own uniqueness.This thesis selects the foundation course students study in China as the research object to study the difficulties learning of Chinese.They are aged 18-22,which mostly belong to Asia and Africa and will study economic and trade,liberal arts and pharmacy in the future.This thesis adopts the mixed research method which combines quantitative research and qualitative research.Using SPSS to analyze the collected questionnaire data,and then select 10 foundation course students with lower scores to conduct one-to-one in-depth interviews.After sorting out the interview data,the interview was conducted through Nvivo12 qualitative analysis software data processing,summed up the main factors affecting Chinese learning difficulties of foundation course students in China.This thesis mainly expounds the factors that affect the learning difficulties of preparatory students in China from the perspective of learners’ internal factors and learners’ external factors.The results show that,the internal factors of learners are mainly single learning motivation,improper use of learning strategies and insufficient personal will;the external factors of learners are mainly teacher factors,curriculum factors and environmental factors.The influence of teacher’s teaching method and teacher-student relationship is more prominent among teachers’ factors,and the influence of teaching content capacity and teaching rhythm in curriculum factors is more prominent,and the environmental factor is mainly that language environment affects students’ learning difficulties.Based on the research and analysis of the influencing factors of Chinese learning difficulties,combining with teaching practice and teaching theory,this thesis puts forward corresponding transformation strategies from three perspectives of preparatory course learners’ preparatory course teaching management.Foundation course learners should strengthen their learning willpower,clarify their learning objectives,optimize their time management and make good use of their learning strategies.Foundation course teachers should organize cooperative learning,increase emotional attention,and change teaching methods.Foundation course administrators should construct language environment,make use of students’ abundant resources,set up courses and attach importance to psychological counseling.