The Analysis On Chinese Learning Beliefs Of The Teachers And Students In Kyrgyzstan

Chinese learning belief is a range of perceptions and attitude of language itself,language learning and participants in learning which learners hold in the teaching process,it is latent,having a profound impact on the teachers and students and learning process.This paper carry out a system investigation of Chinese learning beliefs which aimed at university students in Kyrgyzstan,discuss students’ perceptions and attitude of five dimensions when they in the native language environment:language aptitude,the essence and the difficulty of Chinese learning,Chinese teaching and self management,combining with Confucius Institute Chinese teachers’ beliefs and their prediction on students,contrast and analysis convergence and different between teachers’ and students’ beliefs,designed to allow teachers to learn more about students’ beliefs,properly guide students and adjust their own beliefs,try to reduce class conflicts caused by differences.This paper can be divided into four parts.The first part is the introduction,includes research contents and significance; reviews and comments on relates research;the definition of Chinese learning belief and research division;specific research objects and methods.The second part base on questionnaire date,from the five dimensions describes the Bishkek Humanities University students’ and Confucius Institute Chinese teachers’ of Chinese learning beliefs,according to interviews and observation suggests the causes.The third part combined with teachers’ prediction,compare differences and similarities between teachers’ and students’ beliefs,describe convergence and differences and analysis the reasons, observed class case will be lead in to illustrate typical class conflicts caused by differences beliefs.The fourth part is some way to delete negative influences which due to differences between teachers’ and students’ beliefs,finally make a summary of the paper.