Investigation And Research On The Chinese Classroom Environment For Language Students In Czech

"Pay attention to the construction and the countries along the Belt and Road Initiative" exchange of culture and language is an important carrier and realize cultural communication so research for specific target of Chinese teaching work as the priority among priorities.To improve the effectiveness and quality of Chinese teaching,the main battlefield is classroom,and to understand students' needs,perception and satisfaction for Chinese classroom environment is very important for improving the efficiency of Chinese teaching.I have the honor to "The Belt and Road" countries along the Czech to carry on teaching,to understand classroom environment for learners of Chinese language teaching in Czech,as well as its research gaps and needs.In this context,the study focuses on the study of the Chinese classroom environment for the learners in Czech.Follow the American psychologist Mus(Moos)induction on behalf of the human environment(Human Environments)of the three main dimensions,the basic reference of Sun Yunmei(2009)"the study on the classroom environment of College English Chinese in the book" university English classroom environment assessment scale "(CECEI),quantitative analysis and qualitative analysis from two angles of two a University of Czech University and Charlie University's para Chinese classroom environment research.In quantitative analysis,82 Chinese college students in Czech and 5 Chinese teachers in China were surveyed by questionnaires.The results of the questionnaire were analyzed by using social statistics software SPSS22.0.The questionnaire includes nine factors,namely,student affinity,teacher support,classroom participation,task orientation,student cooperation,equality,student responsibility,teacher leadership and teacher innovation.In the aspect of qualitative analysis,this paper mainly through the method of class interview,hope to make a comprehensive analysis of factors of Chinese classroom environment perception and its influence on Czech learners,thus carries on the description to the Czech college students' needs and adapt to the Chinese classroom environment,puts forward the teaching suggestions for Chinese teachers,good teaching environment,improve the efficiency of Chinese language teaching to help the learners and create Czech phase.In this paper,the basic research from Sun Yunmei(2009)"the evaluation of College English classroom environment scale"(CECEI)(the questionnaire includes nine factors,which are among the students,affinity of teacher support,involvement,task orientation,cooperation among students,equality,student responsibility of teachers,leaders and teachers innovation),from the quantitative analysis and qualitative analysis to study the Czech University Chinese classroom environment in two aspects.In quantitative analysis,this study conducted a questionnaire survey on Chinese learners and their teachers in Czech universities,and analyzed the results by using social statistics software SPSS22.0.In qualitative analysis,through interviews with teachers and students,we hope to draw classroom events that affect students' psychological perception,and dig out related factors that influence students' psychological perception.The full text answers four questions:First,Czech college students' Chinese learners' overall psychological perception of the classroom environment and its influencing factorsSecond,different level students' classroom environment psychological perception difference and influencing factorsThird,the contrast of psychological perception in the classroom environment of different sex students and the influencing factors of their differencesFourth,the differences and influencing factors of psychological perception in the classroom environment of teachers and students.The main conclusions of this paper are as follows:The main conclusions are as follows:First of all,Czech Chinese learners for perception of classroom environment overall satisfaction,especially in the system to maintain and change the dimensions,in the"equality" factor is the ideal;but in some factors of satisfaction is low,especially in the relationship dimension,in the "participation" and "among the students affinity" between the students "cooperation" the three factors most dissatisfied.The conclusion that the whole perception and satisfaction is acceptable is also consistent with Li Huayu's master's thesis in,2013,"Chinese classroom environment in Thailand University"-Taking Bangkok University as an example,it is also concluded that Thailand students have good agreement on the overall conclusion of Chinese classroom environment.Secondly,students of different levels of Chinese learners in Czech(the primary and intermediate comparison)in the classroom environment perception differences,the overall level of primary students than the intermediate level students of Chinese classroom environment is more satisfactory,especially in the "teacher support" and "equality" and"Teacher Leadership" "teachers' Innovation" these four factors significantly.Among them,the "teacher's support" factor is the most different in the junior high school group.Again,male and female students in Czech Chinese learners in the classroom environment perception on the whole line,but there are some differences in some factors,boys than girls to the Chinese classroom environment is more satisfactory,especially in the"teachers" support "classroom participation" of these two factors on the performance significantly.Finally,compared with the students' and teachers' perceptions of classroom environment,overall students than teachers of Chinese classroom environment more satisfied;only in the "Teacher Leadership" and "Students' responsibility" and "equality"and "teachers' innovation" of these four factors showed significant differences,the four factors of students obviously more satisfied and not satisfied with teachers.Among them,"Teacher Leadership" factor has the greatest perception difference.Based on the above findings,the author puts forward the following suggestions for the teachers of Chinese learners in Czech:first,we should focus on stimulating students'willingness to communicate in teaching activities,promoting interaction and cooperation among students,and building a harmonious relationship between students.Second,teachers should give different forms of teacher support according to their different learning needs and characteristics,especially the equality between senior and senior class.Third,teachers should give more attention and support to female learners in Czech under the principle of equality,especially the opportunity to participate in classroom activities.Fourth,pay attention to the cultivation of their own cross-cultural awareness of teaching,to understand and respect the students' learning culture.Fifth,to improve the sense of teaching efficacy,to reduce the stress and anxiety of the teaching thought,to evaluate and improve the teaching from a positive and positive angle.