Research on Difference of Teaching Quality Perception of Foreign Students in China under Different Cultures
|School||Wuhan University of Technology|
|Keywords||International Students Cultural Differences Teaching Quality Perception|
With the deepening of education’s opening and international influence, international students’ education has become an important content of higher education in China. As teaching is a key link in the management of the international students, its quality is not only an important index to measure the overall level of education in Colleges and universities, but also have something to do with the development of the international students’ education and the international reputation of our country. In recent years, the number of international students has grown rapidly, but the teaching management is comparatively loose and rather uneven. How to enhance the quality of international students’ education and how to establish the education brand have become a serious problem for colleges in our country. As students are varied in nationality, language and religion, their demands and perceptions for the teaching quality are different. It’s quite necessary for us to study on the influence of cultural differences on teaching quality perception and discuss on teaching in accordance with their aptitude and establishing of a scientific and reasonable teaching and management mode. It will be not only to further tap the existing theory of higher education and extension, more to improve the teaching quality and enhance the positive practice significance.The first part sorted and summarized the domestic and foreign related research in higher education issues, and put forward the research methods, including literature research, questionnaire survey method, statistical analysis method and case study method. In the second part, culture, quality of teaching and other related concepts were described, with emphasis on analysis and the current situation of the development of China’s education of international students in China were summarized. The number of international students was grown rapidly and distribution of colleges and universities was quite uneven. Learning levels were increased year by year while high levels of education developed slowly. Learning professional disciplines were increasingly rich while language student ratio was still high. Management of foreign students is becoming more and more perfect while the quality management consciousness was weak. Teaching management was not enough, leading to many problems of teaching quality. The third part put forward hypotheses and factors of teaching quality evaluation. In the fourth part, questionnaires based on the research hypothesis were designed and the collected data were analyzed by SPSS17.0. Factor analysis, analysis of data reliability and validity, significant test were carried out. Through factor analysis, five factors which consist of teaching content, teaching process, teaching management, teaching facilities, teaching results, are identified. From the result of reliability and validity analysis, the collected data is of high reliability and validity. Significant test verifies the hypotheses that international students with different cultural backgrounds have different education service quality perception. International students in China with different basic attributes was not obvious different in teaching quality perception. International students with different learning purposes and different learning bases in China had differences on teaching quality perception. In the fifth part, suggestions about promotion of international students’ teaching quality were given from three aspects of policy, educational institutions and international student office, while considering the cultural differences. The summary of the conclusions and prospect were put forward in the end.