Optimization of Data Mining and Analysis System for Chinese Language Teaching Based on Convolutional Neural Network

Chinese language is also an important way to understand Chinese culture and an important carrier to inherit and carry forward Chinese traditional culture. Chinese language teaching is an important way to inherit and develop Chinese language. Therefore, in the era of big data, data mining and analysis of Chinese language teaching can effectively sum up experience and draw lessons, so as to improve the quality of Chinese language teaching and promote Chinese language culture. Text clustering technology can analyze and process the text information data and divide the text information data with the same characteristics into the same category. Based on big data, combined with convolutional neural network and K-means algorithm, this paper proposes a text clustering method based on convolutional neural network (CNN), constructs a Chinese language teaching data mining analysis system, and optimizes it so that the system can better mine Chinese character data in Chinese language teaching data in depth and comprehensively. The results show that the optimized k-means algorithm needs 683 iterations to achieve the target accuracy. The average K-measure value of the optimized system is 0.770, which is higher than that of the original system. The results also show that K-means algorithm can significantly improve the clustering effect, optimize the data mining analysis system of Chinese language teaching, and deeply mine the Chinese data in Chinese language teaching, so as to improve the quality of Chinese language teaching.

Epistemological beliefs and conceptions about language teaching and learning: a study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia

In recent years, the demand for the acquisition of Mandarin Chinese language is in full swing globally based on the recognition of the economic and social importance of China. As a proactive response, the Ministry of General Education in Zambia included Mandarin Chinese as a second additional language in the secondary school Curriculum. However, there is a lack of exploring the epistemological beliefs and conceptions about Mandarin Chinese language teaching and learning in Zambia. A mixed research design is employed to study the epistemological beliefs and conceptions about Mandarin Chinese language teaching and learning in Zambia. A belief questionnaire was administered to 100 secondary school students learning Chinese as a Foreign Language (CFL). Semi-structured interviews were adopted to seek deep insights from 10 secondary school teachers on their epistemological beliefs and conceptions about Chinese language teaching and learning. The result shows that the students’ epistemological beliefs about the introduction of Mandarin Chinese language learning in secondary schools is key to enhance mutual understanding and friendship between the People’s Republic of China and Zambia. Also, the study results indicate that most of the students perceive learning Mandarin Chinese language as a window of opportunity for a good job and learning a new language. Nevertheless, the study results show that some teachers perceived the introduction of Mandarin Chinese language as a new form of Neo-colonization. This paper concludes that it’s fundamental for teachers in secondary schools in Zambia to review their epistemological beliefs and conceptions about Mandarin Chinese language teaching and learning and try to incorporate a SAL orientation using both literacy artifacts and cultural artifacts in teaching Mandarin Chinese language in secondary schools.

موضوع الحضارة والثقافة الصينية في المحتوى العلمي لتدريس اللغة الصينية في مصر قسم اللغة الصينية بكلية آداب جامعة القاهرة نموذجًا / Chinese Civilization and Culture in the Content of Chinese Language Teaching in Egypt: Department of Chinese Language, Faculty of Arts, Cairo University as a Model

The courses of civilization and culture are covered within the content of many departments of the Chinese language in Egyptian universities, but only on miscellaneous information and selections chosen randomly from the chapters of the cultural and history of China. Inspite of its practical functions in general, educational and research process of the ancient culture of these Egyptian and Arab academic institutions require specialized scientific treatment in the coming days, to explore an educational approach to “culture” as a fifth language skill, and thus benefit from Chinese and international efforts in teaching the language and its culture.

Product Evaluation on the Chinese Language Program for International Students in a Chinese University

HanyuShuipingKaoshi (HSK) is an international standardized test, which means Chinese Proficiency Test in English. A minimum of HSK level 4 is needed for an international student to apply for an academic programme taught in Chinese language in the universities of China. Guided by product evaluation of Context, Input, Process, Product (CIPP) model, the test scores of HSK level 4 of the international students in a Chinese university are analyzed using effect size. Feedbacks from the international students who failed in the test of HSK level 4 are collected based on a questionnaire formulated by the researchers. The strengths, weaknesses, causes of failure and improving direction of the one academic year’s Chinese language program in this Chinese university are identified through the evaluation. The research aims to provide references for the improvement of Chinese language teaching in this Chinese university and universities with the same context. The research enriches the literature concerning the evaluation on Chinese language teaching and learning for international students in China.