欧美留学生对课堂活动有效性评价的分析——对外汉语课堂活动系列调查之三  

An Analysis on European-American Chinese Learners' Perceptions of CSL Classroom Activities

作　　者：丁安琪[1] 

机构地区：[1]北京外国语大学国际交流学院,北京100089

出　　处：《汉语学习》2006年第5期60-66,共7页Chinese Language Learning

摘　　要：本文通过问卷调查及访谈形式,对欧美留学生关于课堂活动有效性的评价及学生性别、年龄、文化程度、汉语水平、来中国的时间与其他外语学习背景六项个体因素差异对评价的影响进行了分析。分析发现,欧美留学生对信息输入型、控制信息输出型及自由信息输出型课堂活动有效性的评价没有显著差异;学生的文化程度、汉语水平、来中国的时间与其他外语学习背景等因素对某些课堂活动项目有效性的评价则有显著影响。Based on questionaires and interview this paper argues that European-American Chinese learners＇ perceptions of CSL classroom activities differ significantly on some aspects. They consider there is no significant difference among Input Activities, ControlledOutput Activities and Free-Output Activities. Some individual differences, such as education level, Chinese level, time to China and foreign language learning experiences, cause different perceptions of some classroom activities.

关 键 词：课堂活动 个体差异 显著性差异 

分 类 号：H195.3[语言文字—汉语]