【摘要】：隨著教育對(duì)外開放程度的加深和國(guó)際影響力的增強(qiáng),來華留學(xué)生教育已成為我國(guó)高等教育的一項(xiàng)重要內(nèi)容。教學(xué)工作作為留學(xué)生工作的關(guān)鍵環(huán)節(jié),其質(zhì)量的好壞不僅是衡量高校整體教育水平的重要指標(biāo),更關(guān)系著我國(guó)留學(xué)生事業(yè)的發(fā)展和國(guó)際聲譽(yù)的維護(hù)。近年來,來華求學(xué)的外國(guó)學(xué)生數(shù)量激增,但是相對(duì)松散的管理模式和參差不齊的教學(xué)理念嚴(yán)重影響了教育質(zhì)量的提高和教育品牌的創(chuàng)建。因此我國(guó)高校亟需提出一些切實(shí)可行的方案來解決這一問題。此外,由于留學(xué)生在國(guó)別、語(yǔ)言以及宗教信仰等方面存在諸多差異,導(dǎo)致其對(duì)教學(xué)質(zhì)量存在不同的需求與感知。因此,研究留學(xué)生文化差異對(duì)教學(xué)質(zhì)量感知的影響,探討高校如何因材施教并建立一套科學(xué)合理的教學(xué)及管理模式,不僅是對(duì)現(xiàn)有高等教育理論的進(jìn)一步挖掘和延伸,更對(duì)高校教學(xué)質(zhì)量的完善與提升具有積極的實(shí)踐意義。 本文第一部分對(duì)國(guó)內(nèi)外學(xué)者在高等教育問題上的相關(guān)研究進(jìn)行了梳理與總結(jié),并提出了文章的研究方法,包括文獻(xiàn)研究法、問卷調(diào)查法、統(tǒng)計(jì)分析法及個(gè)案研究法。第二部分對(duì)文化、教學(xué)質(zhì)量等相關(guān)概念進(jìn)行了界定,同時(shí)重點(diǎn)分析和歸納了我國(guó)來華留學(xué)生的教育發(fā)展現(xiàn)狀：數(shù)量快速發(fā)展但生源地和高校分布不均勻；學(xué)習(xí)層次逐年提升但高層次學(xué)歷教育發(fā)展緩慢；學(xué)習(xí)專業(yè)門類日趨豐富但語(yǔ)言生占比依然偏高；來華留學(xué)生管理日趨完善但質(zhì)量管理意識(shí)較薄弱；教學(xué)環(huán)節(jié)管理力度不夠?qū)е陆虒W(xué)質(zhì)量問題叢生等。第三部分提出研究假設(shè)并對(duì)教學(xué)質(zhì)量測(cè)評(píng)因素進(jìn)行歸納分析。第四部分從研究假設(shè)出發(fā)進(jìn)行問卷設(shè)計(jì),對(duì)回收數(shù)據(jù)采用SPSS17.0進(jìn)行統(tǒng)計(jì)分析,主要進(jìn)行了因子分析、數(shù)據(jù)的有效性和可信度分析、顯著性檢驗(yàn)。經(jīng)過因素分析,確定了教學(xué)內(nèi)容、教學(xué)過程、教學(xué)管理、教學(xué)設(shè)施、教學(xué)結(jié)果五個(gè)測(cè)評(píng)維度。數(shù)據(jù)的信度和效度分析結(jié)果顯示,收集的數(shù)據(jù)具有較高的信度和效度。通過顯著性檢驗(yàn)對(duì)假設(shè)進(jìn)行驗(yàn)證,結(jié)果顯示不同國(guó)籍、不同母語(yǔ)以及不同宗教的在華留學(xué)生對(duì)教育服務(wù)質(zhì)量的感知不同,不同基本屬性的在華留學(xué)生對(duì)教學(xué)質(zhì)量感知差異并不明顯,不同學(xué)習(xí)目的和不同學(xué)習(xí)基礎(chǔ)的在華留學(xué)生對(duì)教學(xué)質(zhì)量感知存在差異�；趯�(shí)證結(jié)果,本研究在第五部分以文化差異為切入點(diǎn),從政策、教育機(jī)構(gòu)以及留管部門三個(gè)層面提出改進(jìn)留學(xué)生教學(xué)質(zhì)量的建議,并在最后一部分對(duì)文章結(jié)論、創(chuàng)新點(diǎn)以及研究局限予以闡述。
[Abstract]:With the deepening of education opening to the outside world and the enhancement of international influence, the education of foreign students in China has become an important part of higher education in China. As the key link of foreign students' work, the quality of teaching work is not only an important index to measure the overall education level of colleges and universities, but also related to the development of international students' cause and the maintenance of international reputation in our country. In recent years, the number of foreign students to study in China has increased sharply, but the relatively loose management mode and the uneven teaching concept have seriously affected the improvement of education quality and the establishment of educational brand. Therefore, colleges and universities in China urgently need to put forward some practical solutions to solve this problem. In addition, there are many differences in different countries, languages and religious beliefs among foreign students, which leads to their different needs and perceptions of teaching quality. Therefore, to study the influence of foreign students' cultural differences on the perception of teaching quality, to explore how to teach students according to their aptitude and to establish a set of scientific and reasonable teaching and management mode is not only a further exploration and extension of the existing theories of higher education. Moreover, it has positive practical significance for the improvement and promotion of teaching quality in colleges and universities. In the first part of this paper, the related research on higher education of domestic and foreign scholars is summarized, and the research methods are put forward, including literature research, questionnaire survey, statistical analysis and case study. The second part defines the related concepts such as culture and teaching quality. At the same time, it analyzes and sums up the current situation of the educational development of Chinese students in China: the number of students has developed rapidly, but the distribution of places of origin and universities is uneven; The learning level is rising year by year, but the high-level academic education is developing slowly; the category of study major is becoming richer but the proportion of language students is still on the high side; the management of foreign students in China is improving day by day, but the consciousness of quality management is relatively weak; Insufficient management of teaching links leads to problems in teaching quality. The third part puts forward the research hypothesis and induces and analyzes the factors of teaching quality evaluation. The fourth part carries on the questionnaire design from the research hypothesis, uses the SPSS17.0 to carry on the statistical analysis to the recovered data, mainly carries on the factor analysis, the data validity and the credibility analysis, the significance test. Through factor analysis, five dimensions of teaching content, teaching process, teaching management, teaching facilities and teaching results are determined. The results of reliability and validity analysis show that the collected data have high reliability and validity. The hypothesis is verified by significance test. The results show that students of different nationalities, different mother tongue and different religions in China have different perceptions of the quality of education service. There is no significant difference in the perception of teaching quality among the students in China with different basic attributes, but there are differences in the perception of teaching quality among the students with different learning objectives and different learning bases. Based on the empirical results, the fifth part of the study from the point of view of cultural differences, from the policy, educational institutions and management departments to improve the quality of foreign students teaching recommendations, and in the last part of the article conclusions. Innovative points and research limitations to be elaborated.
【學(xué)位授予單位】：武漢理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G648.9

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