A Research On Perceived Mismatch Between Teachers And Students In Intermediate Chinese Classroom Activities

Through questionnaires and interviews,this paper investigates the perceptions of 20 intermediate Chinese classroom activities between students and teachers,and analyzes the perceived differences between teachers and students and the reasons for the differences.This paper is divided into five chapters.The first chapter is about the discussion of the activities of Chinese as a foreign language.It mainly discusses the definition,characteristics,classification,theoretical basis and validity of the activities of Chinese as a foreign language.The second chapter discusses the characteristics of perceptual mismatch,the root cause of mismatch,the negative impact of the existence of perceptual mismatch on teaching,and then discusses the positive effects of “minimizing perceptual mismatch strategy” applied to classroom teaching.It is precisely because of the positive effect of the “minimize perception mismatch” strategy on teaching.The third chapter investigates the intermediate Chinese classroom activities.It mainly investigates the teacher and student's perception of the classroom activities involved and analyzes the mismatch between the two.In the fourth chapter,based on the survey results,the individual factors affecting the learner's perceived results are analyzed.It is found that the two individual factors of age and Chinese level have significant influence on the results,and the Chinese level has a more significant impact on the results.In the fifth chapter,based on the experimental results obtained,combined with the “minimize perception mismatch” strategy,only when the perceived mismatch between teachers and students is minimized,can students maximize their learning opportunities,thus suggesting several points for Chinese teaching.