留学生汉语学习中网络学习资源的应用现状及影响机制研究——基于40位来华留学生的混合研究

A Study on the Application Status and Influencing Mechanism of Online Learning Resources in Chinese Language Learning for International Students—A Blended Study Based on 40 International Students in China

摘要: 随着数字技术的全面渗透，中文教育数字化转型加速推进，网络学习资源已深度融入留学生汉语学习全过程，成为弥补传统课堂教学不足、满足个性化学习需求的关键支撑。本研究采用问卷调查与半结构化访谈相结合的混合研究设计，以华东地区某综合性大学40位来华留学生为研究对象，系统考察其网络学习资源的使用行为特征、群体差异及主观认知体验。研究结果显示，网络学习资源在样本群体中渗透率达75.0%，63.3%的学习者在汉语入门阶段即开始使用，整体呈现“高频短时、碎片化嵌入”的使用特征。资源索引类与社媒交友类资源使用率最高，学习者选择资源时首要考量内容适配性与功能实用性。汉语水平、学习时长与学习阶段是影响资源使用行为的核心变量，不同背景学习者在资源类型偏好、使用深度与学习内容上存在显著分层。信息质量参差不齐、资源筛选成本过高与互动反馈机制缺失是当前制约资源使用效果的主要瓶颈。基于上述发现，本文从资源供给侧改革、教学融合应用与学习者能力培养三个维度提出系统性优化策略，为构建高质量中文教育数字资源体系提供实证依据与实践参考。

Abstract: With the full penetration of digital technologies, the digital transformation of international Chinese education is advancing rapidly. Online learning resources have been deeply embedded in the whole process of Chinese learning for international students, and have become a critical support to offset the deficiencies of traditional classroom teaching and satisfy personalized learning demands. Employing a mixed-methods design integrating questionnaire surveys and semi-structured interviews, this study selects 40 international students at a comprehensive university in East China as research participants, and systematically explores the behavioral characteristics, group differences and subjective cognitive experiences of their online learning resource utilization. The findings reveal that online learning resources reach a penetration rate of 75.0% among the sample, and 63.3% of learners begin to use them at the entry stage of Chinese learning, generally presenting a usage pattern of “high frequency, short duration and fragmented integration”. Resource indexing resources and social media networking resources enjoy the highest utilization rates, and learners take content adaptability and functional practicality as their primary considerations in resource selection. Chinese proficiency, learning duration and academic stage are core variables influencing resource usage behavior. Learners with different backgrounds demonstrate significant stratification in terms of resource type preference, usage depth and learning content. Uneven information quality, excessive resource screening costs and the absence of interactive feedback mechanisms are currently the major bottlenecks restricting the effectiveness of resource utilization. On the basis of the above findings, this paper puts forward systematic optimization strategies from three dimensions, namely resource supply-side reform, integrated teaching application and learner competence cultivation, so as to provide empirical evidence and practical reference for building a high-quality digital resource system for international Chinese education.