课堂学习环境与来华留学生学习收获的研究——以清华大学为例  

Relationship between Learning Environment and International Students' Learning Outcome:The Case of Tsinghua

作　　者：文雯[1] 陈丽[2] 陈强[1] 吴运新[3] 

机构地区：[1]清华大学教育研究院,北京100084 [2]中国电子科技集团公司第十四研究所,江苏南京210039 [3]清华大学国际处,北京100084

出　　处：《清华大学教育研究》2014年第2期107-113,共7页Tsinghua Journal of Education

基　　金：北京市哲学社会科学规划青年项目(11JYC017);北京市社会科学界联合会青年社科人才资助项目(2012SKL005);北京市青年英才计划(YETP0164)

摘　　要：课堂是学习活动进行的最主要场所,学生对课堂学习环境的感知会影响学生的教育收获。本研究选择留学生课堂学习这一微观视角,依据学生发展理论和课堂学习环境理论,以清华大学在校留学本科生为研究对象,分析课堂学习环境对留学生教育收获的影响。研究发现,不同群体留学生感知的课堂学习环境存在差异,韩国留学生、"分离"教育模式下的留学生以及不以中国为留学首选国的留学生群体对课堂学习环境的感知显著低于其他留学生群体;课堂学习环境感知对留学生的教育收获具有显著的预测作用。A classroom is the major location where learning activities take place. Students＇ perceptions of the learning environment affect their learning achievement. Based on student development and learning environment theories, we study international students at Tsinghna University at the microscope level of classroom learning, so as to analyze the influence of the learning environment on their learning achievement. The findings are.. （1） international students of different groups have different perceptions of the classroom learning environment, i. e. , Korean students, international students who take classes separate from Chinese students, and those who did not choose China as their first option for studying abroad have a lower evaluation of the learning environment than do the other groups; （2） the evaluation of the learn- ing environment significantly predicts the international students＇ learning outcome.

关 键 词：课堂学习环境 来华留学生 学习收获 

分 类 号：G642.421[文化科学—高等教育学]