满意度与留学生适应性、文化交流体验感密切相关，反映教学实效性，是打造高质量线上教育的重要依据。人才培养和国际交流合作是高校两项重要的职能，对于来华留学生的培养完全契合这两项职能，在当前全球知识经济高速发展、国际交往日益频繁的背景下，留学生教育己经成为体现国家软实力、提升国际影响力的重要途径。近年来，来华留学生教育处于迅速发展阶段，新冠疫情的出现打断了其稳步发展的进程，威胁到中国高校的国际声誉和地位。大规模的线上教育被动开展，为保障留学生教育质量，提供良好的就读体验，本研究从学生感知视角出发，调查来华留学生就读满意度的现状特征及影响因素，从提升留学生满意度切入，最终目的是推进高等教育高质量发展。

满意度以主观感知为依据，督促着高校不断改进自身机制建设，更好地为学生服务，

提高教育质量。本研究基于服务质量感知理论、全面质量管理理论、利益相关者理论，对满意度的影响因素与形成路径进行解构，形成测量指标与分析框架。通过对大学生满意度量表(Student Satisfaction Inventory，简称 SSI)和国际学生晴雨表(International Student Barometer)等成熟量表中与本研究相关的维度，改编形成自编问卷，调查经历线上就读时长不同的 315 名来华留学生就读满意度的描述性特征、差异性特征及影响因素。

结果显示，第一，来华留学生对就读高校的总体满意度较高，对课堂教学和学校形象的满意度较高，对课后师生互动、线上组织及活动、学习体验的满意度较低。第二，不同中文水平留学生的学校满意度水平存在显著差异，性别差异主要表现在课程设置和内容上，专业差异主要表现在师生互动上，不同国籍学生的就读满意度几乎不存在显著差异。第三，留学生的自我评价与教学满意度高度相关，教师在线上教育全过程中扮演重要角色。第四，教师对留学生课业负担安排的意识有待更正，高校提供的线上组织及活动亟须加强。

基于此，本研究认为层次清晰的来华留学教学目标、公平适切的评价指标、节奏准确的师生互动、贴合线上教育需求的教师素养、全过程的个人关心、全方位的组织及活动是促进来华留学生满意度形成的重要因素。当前我国高校在课堂教学与社会声誉上已经有明显呈现，但在目标定位、师生互动、组织及活动上仍存在较大的进步空间。为此，本研究尝试从教学与服务层面提出建议，倡导重视来华留学生的实际需求，充分发挥教师在线上教育情境中的影响力增益，加强服务的辐射广度和深度，以期为增进来华留学生体验与满意度，提升线上国际教育质量。

Satisfaction is closely related to students' adaptability and cultural exchange experience, which reflects the effectiveness of teaching and is an important basis for creating high-quality online education. Talent training and international exchange and cooperation are two important functions of colleges and universities, and the training of international students is fully in line with these two functions. Under the background of the rapid development of global knowledge economy and increasingly frequent international exchanges, the education of international students has become an important way to reflect a country's soft power and enhance its international influence. In recent years, the education of international students in China has been developing rapidly, but the emergence of COVID-19 has interrupted its steady development process and threatened the international reputation and status of Chinese universities. In order to guarantee the education quality of overseas students and provide them with a good study experience, large-scale online education is passively carried out. From the perspective of students' perception, this study investigates the current characteristics and influencing factors of overseas students' study satisfaction. Starting from improving the satisfaction of overseas students, the ultimate goal is to promote the high-quality development of higher education. Satisfaction is based on subjective perception, urging colleges and universities to continuously improve their own mechanism construction, better serve students, and improve the quality of education. Based on the service quality perception theory, total quality management theory and stakeholder theory, this study deconstructs the influencing factors and forming paths of satisfaction, and forms the measurement index and analysis framework. By adapting the dimensions related to this study from mature scales such as Student Satisfaction Inventory (SSI) and International Student Barometer, self-compiled questionnaires are formed. The descriptive characteristics, different characteristics and influencing factors of 315 international students with different online study duration were investigated. The results show that, first, international students have higher overall satisfaction with their universities, higher satisfaction with classroom teaching and school image, and lower satisfaction with after-school teacher-student interaction, online organization and activities, and learning experience. Second, there is asignificant difference in the level of school satisfaction of foreign students with different Chinese proficiency. The gender difference is mainly manifested in the curriculum and content, and the major difference is mainly manifested in the interaction between teachers and students. There is almost no significant difference in the degree of satisfaction of students of different nationalities. Thirdly, students' self-evaluation is highly correlated with teaching satisfaction, and teachers play an important role in the whole process of online education. Fourthly, teachers' awareness of international students' course load arrangement needs to be corrected, and the online organization and activities provided by universities need to be strengthened urgently.

Based on this, this study believes that the teaching objectives of studying in China with clear levels, fair and appropriate evaluation indicators, accurate rhythm of teacher-student interaction, teachers' quality in line with the needs of online education, personal care in the whole process, and all-round organization and activities are important factors to promote the formation of the satisfaction of international students in China. At present, Chinese colleges and universities in the classroom teaching and social reputation has been obvious, but in the target orientation, teacher-student interaction, organization and activities there is still a great room for progress. Therefore, this study tries to put forward suggestions from the level of teaching and service, advocate paying attention to the actual needs of international students, give full play to the influence gain of teachers in the online education context, and strengthen the breadth and depth of service, in order to improve the experience and satisfaction of international students, enhance the quality of online international education.