| As an important part of the teaching process,classroom activities affect the quality of teaching.Different teachers using the same classroom activities will also produce different teaching effects,and students' evaluations of the effects of various classroom activities are also different.Inspired by the idea of post-method education,the author conducts a comparative study on the perception of Chinese language activities between teachers and students in Bulgarian Chinese teachers and learners through interviews and questionnaires.Observe whether there are differences in the evaluation of the effectiveness of classroom activities by teachers and students.If so,what are the main differences and the factors that affect these differences.This article is divided into five parts,which gradually discuss the effectiveness of classroom activities,analyze the reasons,and make recommendations.The first part elaborates the reason for choosing the topic,a summary of the existing research results,and the research significance of this topic.The author worked as a Chinese volunteer teacher at the Confucius Institute in Sofia,Bulgaria from 2018 to 2019.During the teaching process,? found that teachers and students have di fferent evaluations of classroom activities.The post-methodological teaching theory believes that there is a perception mismatch between teachers and students.Under the guidance of this methodology,the author analyzes and studies the Bulgarian teachers and students' perception of the effectiveness of classroom activities in order to improve the quality of Chinese classroom teaching.The second part uses a questionnaire to investigate the effectiveness of classroom activities.There are two types of questionnaires:student ques t ionnaires and teacher questionnaires.The first part of the student questionnaire i s the basic si tuation of the student,including eight factors:gender,grade,age,Chinese level,Chinese language learning duration,academic background,other foreign language level,and learning motivation.The teacher questionnaire includes seven factors:gender,age,nationality,teaching object,teaching age,professional background,and academic background.The second part of the questionnaire is the evaluation of the effectiveness of twenty classroom activities.It is measured by five scales,and the twenty classroom activities are divided into three categories:input type,control type,and free type.The third part uses SPSS18 software to enter and count the questionnaire results,and discuss and analyze the results presented.First discuss the effectiveness of three types of classroom activities,and then analyze the evaluation results of twenty classroom activities.According to the collation of the data,it is found that both students and teachers think that controlled activities are the most effective.The difference is that students ' evaluation of free activities is relatively low,and teachers' evaluation of free activities is higher than students.Among the 20 classroom activities,students believe that the effectiveness of grammar exercises is the highest.Students are more inclined to regular learning,and believe that regular learning is the most helpful to Chinese learning.Evaluation of games,composition writing,role-playing and other activities is relatively low.In group activities,the group of two people is more preferred,while the evaluation of the activities of multiple people is low.Teachers think that in controlled activities,the most effective is to make sentences and speak wi th pictures;in free activities,the most effective are group activities of two people;in input activities,teachers think that listening to recordings or listening to teachers' reading exercises Chinese listening,speaking/writing after listening are the most effective.The evaluation of games and role-playing is higher than that of students.The fourth part analyzes the factors that affect the difference between teachers and students.After collating the data of students'gender,age,and Chinese level,it was found that gender had no effect on the evaluation of the effectiveness of classroom activi ties.Among students of different ages,students aged 19-26 tend to hear listening and speaking exercises,while students of other ages tend to read and write.Among students with different Chinese proficiency,junior and intermediate students prefer input-oriented and controlled activities,and students with advanced Chinese proficiency prefer free activities.Among the influencing factors of teachers,the older the teacher,the older the teaching age,the higher the education level,and the more consistent with the evaluation of the students,which means that the longer the teaching time,the smaller the difference between the teacher and the student with higher education.Teachers of different genders have no influence on the effectiveness of classroom activities.Compared with Bulgarian teachers,Chinese teachers have more abundant classroom activities in the classroom,and their overall evaluation of activities is higher than that of Bulgarian teachers.In the activities adopted at the same time,the evaluations of Bulgarian teachers and students were closer,indicating that Bulgarian teachers knew Bulgarian students better than Chinese teachers.The fifth part,based on the survey results,puts forward some teaching and learning suggestions for Bulgarian Chinese teachers and students.Teachers not only need their extensive knowledge in teaching design,but also take into account the individual fac t ors of the learners,understand the students in depth,and adjust the teaching design in a timely manner based on student feedback.In the process of learning Chinese,Bulgarian students at different stages should,while developing their strengths,pay attention to their weaknesses and develop their listening,speaking,reading and writing abili ties in an all-round way Students should treasure every opportunity to speak Chinese,overcome their shyness and have the courage to speak Chinese when they are not in class. |
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