A Study On The International Students’ Satisfaction With Classroom Teaching

With the advancement of the internationalization of higher education in China, the scale of international students has been expanding. In this context, the quality of education for international students is concerned, because it’s directly related to the international competitiveness of China’s higher education and international reputation. High quality teaching is the basic guarantee for the quality of the education of foreign students. As a direct participant in classroom teaching, the students’ satisfaction degree is very important. However, through the literature review, the author found current for foreign students studying in China satisfaction research mainly launches form a macro point of view, such as students of school facilities, management and service satisfaction. But it’s less form the micro perspective of the classroom teaching research. So this research aims to investigate the classroom teaching satisfaction of international students, which is not only beneficial to improve the quality of classroom teaching, but also promote the development of education for international students.This research mainly uses questionnaire survey method and interview method. Based on the existing theoretical research designed the questionnaire of international students classroom teaching situation, taking a university in western China students classroom“ teaching” and “learning” the status quo investigation. And on 10 different majors, different teaching programs and different grades of education students are interviewed. Through the questionnaire survey of 192 foreign students and individual interview draw the following conclusions:First, foreign student studying in China on the satisfaction of teaching is in secondary partial level. In the evaluation of classroom teachers “teaching”, teachers’ "teaching literacy" is highest, “teaching content ", " classroom interpersonal relationship satisfaction is at a general level, teaching method of satisfaction is the lowest. The satisfaction degree of foreign students on their own “learning” is only lower than on “teachers’ satisfaction”, ranked second. The evaluation of their own learning attitude is higher, but the individual class attendance and positive involved in the interaction of low satisfaction.Secondly, gender impacts students’ classroom teaching. The girls’ satisfaction is higher than boys’, but the effect was not significant. Foreign students’ different majors impact classroom teaching. The liberal arts students’ satisfactions are higher than the agricultural students. Students in classroom teaching for foreign students have significant difference, foreign students from European countries are the highest satisfactions of classroom teaching, Asian countries students take second place and North America countries students are the lowest. Degree category has influence to the students’ classroom teaching, graduate satisfactions were highest, followed by the undergraduates, and doctoral students’ satisfaction is lowest. Different teaching program of international has an impact on satisfaction of classroom teaching; Chinese language teaching program student classroom teaching satisfaction is significantly higher than the whole English teaching program student satisfaction.Thirdly, international students in the classroom “teaching” and “learning” are not satisfied with place. For example, teachers teaching method is single, mainly teaching method; teachers paying attention on students is not enough; students learning participation is not strong and passive; students in class attendance rate is low. Led to international students to the classroom teaching of the main reason lies in the setting of teaching material is not reasonable; teachers’ teaching skills, cross-cultural teaching ability is insufficient; students’ learning attitude is not correct, cross-cultural study is weak.Based on the results of the survey and combined with in-depth interviews, this research from three aspects: school, teachers, international students proposed to enhance student satisfaction of teaching strategies. School should raise the admission criteria, intensify the development of students in the classroom, optimize the curriculum system and improve the students’ academic assessment standards. Teachers’ should improve their professional quality and level and improve teaching methods, enhance the ability of cross culture teaching ability. International students should improve Chinese level to overcome language barriers, strengthen the consciousness of cross-culture learning and enhance learning effect.The innovation of this research includes:(1) choosing the microscopic view of international students classroom teaching, taking the international students’ satisfaction to the classroom teaching as the breakthrough point to carry out the research;(2) taking the academic study students in a university of the western China as an example, making up for the deficiency of the research on foreign students in southwest.