The Influencing Factors And Promotion Research Of Chinese Language Learning For Secondary Vocational Students In Hong Kong

For this thesis,we conducted experimental teaching programs based on the science of education and the psychology of learning to identify the relevant factors of classroom environment and other factors affecting and associating the students' motivation for learning Chinese language at vocational schools in Hong Kong.In addition,to understand how the ecology of education affected students' motivation of learning and was associated with positive learning in vocational Chinese language,we designed three sets of experimental teaching programs,including a pleasant teaching program,a pleasant ecology of education,and an interaction system to motivate learning of Chinese language courses in vocational education and further proposed teaching approaches,which affected both education ecology and learning motivation.This comprehensive study of education ecology,learning motivation,and emotional learning broke through the exploratory research on individual effect of education ecology,learning motivation,or emotional learning reported in previous literature.To evaluate the interactive effect of pleasant education ecology and pleasant learning motivation,we conducted three empirical studies in different experimental teaching programs.The first empirical study revealed the external factors,which affected the positive learning experience in Chinese language courses in the class;the second empirical study evaluated the factors,which affected the students' pleasant learning motivation in vocational Chinese language;and the third empirical study investigated interactive effects of education ecology and learning motivation on the pleasant learning of Chinese language courses in vocational education.In the first empirical study,we focused on the external factors,i.e.,ecology of education,and revealed the changes of teaching environmental settings,which affected students'positive learning experience in Chinese language courses through teaching experiments in the class.The classroom environment was altered by changing the classroom seating plan,adding color and decorative accessories to the classroom design,creating more visual-audio-tactile sensations,changing spatial communication and course hours,and by focusing on the students' comfort levels to foster student interest and a positive learning experience.Students' emotions and behaviors in learning were assessed throughout the programs.Our results suggest that school and classroom environments as well as social circumstances affect student's emotion and behaviors in learning,which are associated with learning motivation.Environmental settings used in our experimental teaching programs effectively enhanced learning motivation,positive emotions,and sense of involvement of the students,thereby promoting the pleasant learning experience in Chinese language courses in vocational education.In the second empirical study,surveys were conducted before and after implementing an experimental research program called pleasant teaching program for Chinese language courses in vocational education to understand students' perception of Chinese language classes and their knowledge of outstanding professionals in their field of interest.In total,625 pre-and 625 post-implementation questionnaires were delivered and received.This experimental teaching program integrated the content of traditional units(listening,oral presentation,reading,and writing)into a single unit via exploration of biographies of professionals as a common theme.This training in comprehensive abilities in listening,oral presentation,reading,and writing was intended to stimulate positive emotions in learning Chinese language.Analysis of the post-implementation survey confirmed that the pleasant teaching program significantly improved the students' perceptions of boredom in learning Chinese language and their emotions.Students had practical benefits in and enjoyed learning Chinese language after our teaching program.However,their perceptions of challenging and anxiety of Chinese language subject were not changed significantly after our teaching program,indicating that still concerned about their academic achievement in this subject.Our pleasant teaching program for Chinese language courses in vocational education better enhanced self-learning motivation and interpersonal skills of the students than the traditional teaching program in Chinese language and promoted positive thinking in education.To eliminate fatigue and boredom in learning Chinese language and promote positive emotions,in the third empirical study,we conducted another experimental teaching program named Affective-teaching program for positive learning in vocational Chinese language to confirm the outcomes of the pleasant teaching program.The affective-teaching program integrated ecological factors of classroom environment and factors affecting the learning motivation of students,and evaluated students' emotions.A total of 261 students from the campuses of the Vocational Training Council in Hong Kong were divided into experimental and control groups.Students in experimental group participated in the affective teaching program,students in the control group participated in a traditional teaching program,and both groups underwent emotional assessments.The results demonstrate that positive emotions in learning motivated students to become more actively involved in learning,thereby developing professional attitude,ethical behavior,and positive moral sentiments,and improving mental health,and,ultimately,helping students to pursue a fulfilling life.The multifactorial interactions between ecological factors of classroom environment and other factors affecting students' motivation for learning Chinese language were analyzed and also showed an association with a pleasant learning experience.New teaching approaches to promote positive emotions of students are proposed.Learning Chinese language with a pleasant learning program did not only enhance the effectiveness of learning,it also leveraged positive thinking and behaviors of the students,guided a positive development of students' future career,and enlightened their wisdom of life,thereby promoting harmony of the society and personal well-being.