An Investigation Study On Chinese Self-regulated Learning For International Students In China

In order to ensure the quality of education of Chinese government scholarship undergraduate international students coming to China and improve the effectiveness of scholarships,the Chinese government will conduct pre-university education for Chinese government scholarship undergraduate international students before entering professional studies starting on September 1,2010.The Chinese language learning forinternational students in preparatory courses has the characteristics of short learning time and heavy learning tasks.Therefore,how to better teach Chinese is the main research problem for teachers,experts and scholars.Students are the mainstay of learning,how do preparatory students learn Chinese,how are their Chinese self-regulated learning situations,and what is the relationship between Chinese self-regulated learning ability and performance remains to be studied.At present,there are few related studies.This article uses a combination of quantitative research and qualitative research to start from the self-regulated learning ability of foreign students studying in China,and explores the internal factors,external factors,and their relationship with Chinese language autonomy.The relationship between learning ability,and then to understand what is the relationship between Chinese self-regulated learning ability and academic performance of preparatory students in China.Based on previous researches,this paper defines the concept of " self-regulated learning",summarizes several aspects of self-regulated learning,and puts forward the main research questions of this paper:1.What is the current status of Chinese self-regulated learning for international students in China?2.What are the internal factors affecting Chinese self-regulated learning?3.What are the external factors affecting Chinese self-regulated learning?4.What is the relationship between the self-regulated learning ability of Chinese language and the academic achievement of preparatory students?In order to investigate the above problems,we have drawn on the previous research results,referring to Zimmerman's self-regulated learning model,"Learning Motivation Strategy Questionnaire"(MSLQ),"Class Community Sense Scale" and"Teacher Self-Support Support Questionnaire Perceived by High School Students",and combined with the characteristics of preparatory students for international students,they have been deleted and modified to compile the the "Preparatory Foreign Students Chinese Self-regulated Learning Questionnaire",which constitutes the main part of the self-study Chinese questionnaire for international students studying in the preparatory school.The study targeted 243 international students from the International Education College of Shandong University in 2018,and used a questionnaire to investigate.After that,based on the questionnaire responses,five students were selected for interviews.Through SPSS22.0 data analysis,combined with in-depth interview results,the following conclusions were drawn:1.The overall situation of self-regulated learning ability of international students studying in China is good,and it is at the upper middle level.The self-regulated learning ability of students of different genders coming to China is different,and the male students have stronger independent learning ability.There is no significant difference in the self-regulated learning ability of international preparatory students in different regions.The preparatory students of different ages have different Chinese self-regulated learning ability,and the older students have stronger Chinese self-regulated learning ability.2.Among the internal factors that affect Chinese self-regulated learning,cognitive strategies and self-efficacy have a greater impact on Chinese self-regulated learning ability,followed by metacognitive strategies and will control,and other aspects of Chinese self-regulated learning ability has less impaction.Among external factors,Among the external factors that affect self-regulated learning of Chinese,teachers' independent support has a greater influence,and peer relationship has the second largest influence.3.From different academic levels,the performance of self-regulated learning between students with low academic level and students with high academic level is slightly different,and there are significant differences in environmental utilization and social dimension.Finally,combined with the above research results,targeted suggestions are proposed from four aspects:teacher teaching,preparatory course management,class management,and students 'own learning,in order to improve the self-regulated learning ability of international students in preparatory courses,thereby improving students'academic performance and improving the quality of preparatory Chinese teaching for international students.