Chinese language curriculum decision-making: A prospective from students' learning experiences.

摘要

Chinese language instruction in the United States to date remains a fragile venture, despite its century long history and the constant increase of enrollments in recent decades. Many problems need to be studied and solved to improve the situation. Research on students' learning experiences of Chinese language and its impact on curriculum decision making appears to be one of the priorities, if not the top one. Using multiple research methods, this study investigates the learning experiences of Chinese language students at six American colleges and universities. According to the analyses of both quantitative and qualitative data, some commonalities of students' learning experiences have been found. They include reasons and expectations for learning Chinese students' reactions toward various classroom activities, students' learning strategies, students' perceptions of their own learning experiences, and common problems and difficulties in learning Chinese. Based on these observed commonalities and problems, the following curriculum issues have been identified and discussed concerning the teaching and learning of the Chinese language in American colleges and universities: (1) Specification of course objectives, (2) Use and development of text materials, (3) Improvement of teaching, and (4) Ways to assist students in their learning strategies.