| Since the establishment of the pilot program in 2005,China’s preparatory educatio n for foreign students has gradually formed a basic model led by the government and self-contained.In recent years,with the development of international chinese education,38 well-known domestic universities have jointly established the CHINA CAMPUS NET WORK(CCN),initially building and implementing a new model of “order-based” talent training for preparatory education for foreign students with “Government support and school-enterprise cooperation”.Based on the relevant research results of domestic and foreign scholars,combined with the author’s own practical experience of teaching assistants for international students in Xi’an CCN member universities,this paper investigates the Xi’an member universities participating in the International Foundation Chinese Programme(IFP)of the alliance.Through questionnaire surveys of foreign preparatory students and Chinese teachers in participating universities in Xi’an,interviews with teaching managers and project managers,and extensive field surveys and other data collection activities through Chinese classroom teaching observation and guidance for international students,we comprehensively grasped the current situation and existing problems of the IFP Chinese preparatory program in Xi’an universities in terms of teaching organization and implementation,educational management,and classroom teaching effectiveness,and conducted in-depth analysis of their causes.The study believes that the IFP program is running well in Xi’an Alliance universities as a whole,and the excellent rate of graduates is high,which has laid a good Chinese foundation for further study in China.However,in the process of project implementation,there are also problems such as imperfect teaching and management information network,management mode to be expanded,too intensive curriculum,insufficient allocation of teachers,outdated teaching materials,uneven intensity of listening,speaking,reading and writing tests,and "poor students".Based on problem attribution,this paper advocates the adoption of teaching strategies according to aptitude,the implementation of the "teacher-student mutual assistance" system,and close attention to the learning situation.Adopt a strong goal-oriented strategy,clarify the motivation of Chinese learning,and give full play to students’ subjective initiative;Adopt the strategy of improving the incentive mechanism,combining assessment and motivation with emotional stimulation,eliminating emotional barriers and improving classroom quality;Adopt a process monitoring strategy and establish a corresponding monitoring system based on the dual education model.At the same time,in terms of the specific path and method of IFP project reform and development,this paper advocates strengthening the construction of teaching and management network system and multi-dimensional management of education,and strengthening capital investment and teacher team construction.Increase cultural perception courses,accelerate the development of teaching materials,and scientifically select teaching materials;Establish a variety of assessment methods,reduce the number of examinations and improve the quality of test questions,pay attention to after-class homework and extracurricular tutoring,etc.This paper aims to comprehensively present the real situation of the IFP program for foreign students in Xi’an universities,provide first-hand reliable data and practical experience for the project and related universities to carry out educational management and teaching practice through specific data and case analysis,and provide reference value for the educational reform and model innovation of the project. |
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