A Study on Improving the Quality of College Chinese Teaching in Higher Vocational College in China: A Case Study of Southwest China
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บทคัดย่อ
This study aimed to examine the influencing factors of classroom teaching quality in College Chinese courses offered in higher vocational colleges in Chengdu, China, and to identify key approaches for quality improvement. A quantitative research design was employed using a questionnaire survey administered to vocational college students. Structural Equation Modeling (SEM) was applied to analyze the relationships among institutional factors, teacher-related factors, instructional factors, learner-related factors, and classroom teaching quality.
The results reveal that classroom teaching quality is significantly influenced by multiple dimensions. Instructional factors, particularly teaching methodologies and teacher–student interaction, exert the strongest effect on teaching quality, followed by teacher-related factors, learner-related factors, and institutional factors. The proposed model explains a substantial proportion of variance in classroom teaching quality, indicating strong explanatory power.
These findings highlight the necessity of a systematic and integrated approach to improving College Chinese classroom teaching quality in higher vocational education and provide empirical evidence to support curriculum reform, teacher professional development, and institutional quality enhancement.
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