Investigation And Research On The Chinese Classroom Environment For Secondary Students In Melbourne Grammar School

Many foreign studies have shown that the classroom environment plays an important role in improving the quality of teaching and the learning situation of students.The language learning of students is very susceptible to the classroom environment.Students prefer a more active classroom environment than real classrooms,so how to create a comfortable and satisfying classroom environment of students has become the goal of the educational circles at home and abroad in recent years.In the existing classroom environment research in our country,most of the researches on the English classroom environment have been carried out.In the research field of Chinese as a second language acquisition,there are research and analysis on the Chinese classroom environment for foreign students in China and some countries.The research on the Chinese classroom environment in Australian middle schools is still in its infancy,especially the research on Chinese learners in Australian middle schools is very few.In this context,the author went to the Melbourne Grammar School in Australia as a Chinese teacher volunteer in 201 8,using the opportunity of internship in Australia,taking the teachers and students of the Chinese classroom as the research object,and measuring the Chinese classroom environment of local middle school students.Based on the survey and the quantitative and qualitative combination of Chinese classroom environment research,the students' psychological perception of the Chinese classroom environment is analysed.The questionnaire "Australian Middle School Chinese Classroom Environmental Assessment Scale" was adapted from Sun Yunmei's "College English Classroom Environmental Assessment Scale".The topic is based on the three dimensions of the human social environment proposed by Mousse,namely the relationship dimension.the personal development dimension,and the system.Maintain and change dimensions.divided into nine factors in three dimensions,namely,affinity between students,teacher support,class participation,task orientation,cooperation among students,equality,student responsibility,teacher leadership,Teacher innovation.Through quantitative analysis of questionnaires,qualitative interviews with teachers and students,and classroom observations,this paper explores the satisfaction of Chinese students in Melbourne grammar schools from the overall situation and differences,and answers the following four questions.First,the overall psychological perception of the Chinese classroom environment in the Melbourne grammar school in Australia and its reasons;second,the students'feedback on the Chinese classroom environment is better and worse,and the reasons:third,the school's junior high school The students' psychological perception of the Chinese classroom environment and its causes.Fourth,the school has the psychological perception of the Chinese classroom environment and its causes.According to the survey and analysis,the following results were obtained.First,the middle school students in Melbourne Grammar School have higher satisfaction with the Chinese classroom environment,but there is still a certain gap with the ideal Chinese classroom environment.Second,the students have higher satisfaction with both the relationship dimension and the personal development dimension.System maintenance and change dimension satisfaction is low.The four factors of students'affinity,task orientation,cooperation among students,and teacher leadership are higher,and the satisfaction of the other five factors is lower.Third,in the support of teachers.equality and In terms of teachers' innovation,the satisfaction of high school students is much higher than that of junior high school students,students' affinity,classroom participation,student cooperation and teacher leadership.The satisfaction of high school students is slightly higher than that of high school students.Junior high school students.while the rest of the factors are not significantly different from the junior high school students.Fourth,in the three factors of the affinity between the students,the support of the teachers and the cooperation between the students,the satisfaction of the students who come to China is higher than that of the students.Hua experienced students,while the remaining factors did not have significant differences.Based on the above research results,the following suggestions are given.First,teachers should treat each student equally,reward more with less punishment,treat discipline and academic achievement separately,and provide practical support and help.Second,teachers should change many different teaching methods and methods in teaching.Targeted attention is paid to topics of current interest to Australian high school students.Chinese language teachers in Australia regularly organize training and exchanges to improve innovation.Third,teachers should talk more with students,stimulate classroom participation,and pay attention to students' movements in real time.Create real information gaps in activities,stimulate students' desires for communication,and enhance students' emotional exchanges.Fourth,teachers can enhance students'enthusiasm for learning through some cultural activities,increase classroom interest,and stimulate students' motivation for Chinese learning.Fifth.Chinese teaching for junior high school students should be more clear about the teaching objectives.and develop a reasonable and effective teaching plan.As a junior Chinese teacher,it should be more patient.For high school students,teachers should create a higher level of communication environment,focusing on cultivating students' learning strategies and self-learning skills.Sixth,teachers should encourage students to travel to China,or students with Chinese experience can share in front of the class.His own experience and what he saw in China.