An Empirical Study On The Relationship Between Chinese Class Experience And Learning Effectiveness

The classroom experience of students is an important yardstick to measure the quality of students’ learning and teachers’ teaching.It not only has a certain impact on students’ learning effects,but also can give feedback on the quality of classes to a certain extent.In classrooms where Chinese is learned as a second language,there is an crucial connection between students’ Chinese class experience and learning effectiveness.If this relationship is well grasped,the effectiveness of Chinese classes can be greatly improved and students’ Chinese class experience levels can also be enhanced.This thesis is based on the investigation of the Chinese class experience and learning effectiveness of all students in Level-2 of Ellen Wilkinson Primary School.Through SPSS26.0 data processing,it explores the overall relationship between the students’ Chinese class experience and Chinese learning effectiveness,as well as the relationship between the dimensions of Chinese class experience and the dimensions of Chinese learning effectiveness.The following conclusions are drawn through the analysis of correlation and difference: 1.There is a significant positive correlation between Chinese class experience and learning effectiveness.Among the dimensions,learning process experience and teaching effect experience can significantly affect students’ Chinese class learning effectiveness;2.The gender,grade,and language background of students are different,and the differences in their Chinese class experience and learning effectiveness will be more obviously.At the same time,we also found the following problems in the Chinese language class of EWPS: 1.Chinese class homework is difficult;2.Students often have difficulty concentrating in Chinese class,and some students are susceptible to anxiety in Chinese classes.Based on the conclusions and problems found,this article proposes the following suggestions for Chinese teachers: 1.While maintaining the current Chinese class experience level,pay more attention to the learning process experience and teaching effect experience of the group with lower class experience;2.Continuously carry out“comprehensible input”,set hierarchical tasks,and keep abreast of student dynamics;3.Grasp the whole while taking into account the difficulty of the course and the shortcomings of classroom management,reduce students’ emotional filtering,and stimulate interest in learning Chinese.Finally,combined with the development trend of Chinese class study,the future extension direction of this article is prospected.