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学生学习投入度的测量已经成为国际教育界评估高等教育质量的具有较高说服力的“过程性”指标。本文以学习投入理论为基础,对北京和东北地区4所高校932名留学生汉语学习投入现状和影响机制进行研究。结果显示:留学生汉语学习投入整体状况较好,但在“参与课外活动”“师生互动”“其他互动”和“学校支持性评价”等方面得分较低;“不同性别”“不同国别”“开始学习汉语的年龄”“开始学习汉语的国家”和“在中国学习汉语时间的长短”在学习投入的不同维度上存在显著差异。鉴于此,我们提出了有利于提高留学生汉语学习投入度的六点建议。
Measurement of student learning input has become a more convincing “process” indicator for the international education community in assessing the quality of higher education. Based on the theory of learning investment, this paper studies the present situation and the mechanism of Chinese learning input by 932 students in 4 universities in Beijing and northeast China. The results show that the Chinese students’ input into Chinese is better overall, but their scores are lower in “Participation in Extracurricular Activities ” “Interaction between Teachers and Students ” and “Other Interaction ” and “School Support Evaluation ”; “Different genders” “” “begin to learn the age of Chinese ” “begin to learn Chinese ” and “length of time to learn Chinese in China ” exists in different dimensions of learning investment Significant differences. In view of this, we have put forward six suggestions that are conducive to enhancing the input of foreign students in Chinese learning.