Investigation And Research On Chinese Curriculum Setting Based On Students' Need

Course arrangement is the priority of Chinese-teaching,in which demand analysis is the first step.Furthermore,course arrangement is guided by the results of demand analysis in order to determine teaching objectives.Therefore,against the backdrop of investigating and analyzing students’ requirement,finding differences between teachers’ teaching and students’ learning and using them as the foundation of enhancing course arrangement,students’ satisfaction on course arrangement will be heightened,instructional objectives of academic units will be developed scientifically,and teaching content will be arranged reasonably.This paper regards course arrangement of RUPP-DHY Chinese Language Center as the research object,takes undergraduate students and teachers at the teaching unit as the research objects.Then,this paper investigates students’ target requirements and learning requirements for learning Chinese and describes and analyzes their characteristics and conditions through questionnaires and interviews.Furthermore,based on field investigations,this paper describes current circumstances of course arrangement by the unit.Accordingly,this paper analyzes and summarizes satisfaction status of students to course arrangement by the teaching unit and puts forward corresponding suggestions for improvement on the basis of research findings.According to research findings,the target requirements for students is to find jobs and being interested in Chinese language and Chinese culture when students learn Chinese,whose career objectives are Chinese-Cambodian translation,Chineseteaching and financial trade.In terms of learning requirements,skills improvements in grammar,vocabulary,writing and speaking are what students want most mainly because they find most difficulties in writing,speaking and grammar.In addition,there is a greater demand for language skills,Chinese-Cambodian comparative translation,education and teaching,and art,traditional culture and history.After that,a field survey revealed that the courses of the teaching unit can be divided into four types:language skills,Chinese culture,education and teaching,and Chinese major courses.From the perspective of the number of courses and class hours,language skill course is rich in types and sufficient in class hours.Chinese culture course is comparatively abundant in course amount and relatively ungenerous in class hours,and Chinese major course,education and teaching course are comparatively inadequate in class hours and course amount.Finally,through the analysis of student needs and curriculum settings,it is found that its target can satisfy the demands of students who are interested in Chinese and partially meet their requirements in learning Chinese culture and teaching Chinese language.However,it can not satisfy their needs of engaging in works of Sino-Cambodian translation and financial trade.In terms of learning requirement,it can fully meet their needs in reading,Chinese characters and language skills course content and partially meet their requirements in writing,grammar,vocabulary,listening,speaking and education and teaching,Chinese major,history,traditional culture,literature course content.While it can not meet their Learning needs for the content of Chinese-Cambodian comparative learning needs for the content of Chinese-Cambodian comparative translation,Chinese talents,economy and politics course.