| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 100 === In recent years, the popularity of learning Chinese has increased all over the world. No matter what motivations and methods students have for learning Chinese, textbooks are an indispensable tool. A good textbook needs to meet both the needs and expectations of students, and as such, students’ satisfaction with their teaching materials is undoubtedly valuable, real reference for Chinese teachers and Chinese language learning institutions.
“Education for all and student-based learning” has always been the educational ideal educators have hoped to implement. Learners have been the main subjects of educational activities, and by understanding the different learning styles of learners, as well as providing various teaching models to satisfy their needs, we hope to improve learners’ satisfaction – a goal worthy of attention from the Chinese educational world.
This thesis discusses Chinese learners’ learning styles and satisfaction with Chinese teaching materials, and analyzes their relationship. Finally, it offers several suggestions based on findings and results, which are beneficial to the selection, implementation, compilation, and revision of teaching materials and teaching methods for Chinese language learning institutions, researchers, Chinese teachers, and Chinese learners. This study has produced 38 effective samples through questionnaire surveys and arrived at the following conclusions through statistical analysis:
1. Chinese learners’ learning styles consist mainly of Divergers.
2. Chinese learners’ learning styles do not possess differences due to variation in personal background.
3. Chinese learners’ satisfaction with Chinese teaching materials does vary due to gender.
4. Chinese learners’ satisfaction with Chinese teaching materials does vary due to age.
5. Chinese learners’ satisfaction with Chinese teaching materials does vary due to level of education.
6. Chinese learners’ satisfaction with Chinese teaching materials does not vary due to learning locations.
7. Chinese learners’ satisfaction with Chinese teaching materials does not vary due to learning styles.
8. Chinese learners’ learning styles are related to their satisfaction with dialogue lessons.
9. Practical Audio-Visual Chinese Vol. 3 has room for improvement.
Aside from assisting Chinese language learning institutions and Chinese teachers in better understanding Chinese learners’ learning styles, their satisfaction with Chinese teaching materials, and the relationship between the two, these research materials, feedback and suggestions from Chinese learners can be used as reference for improved versions of Practical Audio-Visual Chinese Vol. 3 or other Chinese teaching materials.
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