马来西亚国民型华文小学是以华语为教学媒介语教授华语的学校。然而随着中国国际影响力的增加，这类学校中的非华裔学生数量正在逐年攀升，目前占了总人数的19%。作为华文学校中的少数群体，他们在学习华语时遇到了许多学习困难，但并未引起学校关注。这种状况不利于这些学生的未来发展，也不利于扩大这类学校的影响力。因此，我们进行本研究，通过课堂观察、访谈以及调查问卷等方法调查其汉语学习困难的成因，为教学提供建议。 本文第一章的内容包括研究意义、研究背景、研究综述以及相关术语界定，第二章叙述了研究方案，第三章则是描述了对五年级以及六年级后进班的42名非华裔学生进行的课堂观察以及访谈4名华语教师的结果，第四章则是集中分析42份非华裔学生华语学习困难成因调查问卷的结果，第五章则是提出了转化非华裔学生华语学习困难的策略，第六章则是总结了非华裔学生华语学习困难成因调查的结果。 通过调查问卷以及访谈的结果的梳理以及分析，我们发现华文小学中非华裔学生华语学习困难的成因主要为：（1）学生因素。语言基础差；缺乏学习兴趣、信心、动机、主动性；学习习惯较差；学习意志低；（2）教师因素。教学方式缺乏针对性；对学习困难关注较少；对非华裔学生的关心以及鼓励较少；（3）家长因素。与孩子交流较少；对孩子的学习情况了解较少；对孩子的学习管教较少（4）学校因素。课程设置缺乏弹性；对非华裔学生关注较少；学习氛围不够理想。 在龙溪华小非华裔学生的华语学习困难成因的基础上，提出了相应的转化策略，主要分为：（1）学生方面。主动及积极的面对学习困难；养成良好的学习习惯；多参与校内的集体活动。（2）教师方面。以多元的标准衡量学生的优劣；加强对学习困难的关注程度；多指导学生使用有效的学习方法；提升学生的自我效能感；多鼓励学生；选取适合的榜样，利用示范作用；多向家长反映学生的学习情况；向学生提出有区分度的要求；（3）家长方面。为孩子的学习负责；多与孩子沟通，了解孩子的想法；（4）学校方面。组织教师团队应对非华裔学生的华语学习困难；举办只供非华裔学生参加的活动；向家长灌输教育观念。

Malaysian national-type Chinese primary school (SJKC) is a government school in which Chinese is the main medium of instruction. However, with the growth of China’s international influence, the number of non-Chinese students in such schools is increasing year by year, currently accounting for 19% of the total number. As a minority in Chinese schools, non-Chinese students encounter many learning difficulties while learning Chinese, but it not attracts school attention. This situation is not conducive to the future development of these non-Chinese students, nor is it conducive to expanding the influence of such schools. Therefore, we conduct this study to investigate the causes of Chinese learning difficulties through classroom observation, interviews, and questionnaires in order to provide suggestions for teaching. The first chapter of this paper includes research significance, research background, research review and definition of related terms. The second chapter describes the research plan. The third chapter describes the classroom observations of 42 non-Chinese students who are in poor class in the fifth and sixth grades, and interviews with the results of four Chinese language teachers. The fourth chapter focuses on the analysis of the results of 42 non-Chinese students' Chinese language learning difficulties. The fifth chapter proposes strategies for transforming non-Chinese students’ Chinese language learning difficulties. The sixth chapter summarizes the results of the investigation into the causes of Chinese learning difficulties of non-Chinese students. Through the questionnaire and the results of the interviews, we found that the causes of Chinese learning difficulties of non-Chinese students in national type Chinese primary schools mainly include four factors. The first factor is the about student. They have poor language foundation, lack of interest in learning, confidence, motivation, initiative. They have poor learning habits and low willingness to learn. The second factor is about teacher. Teaching methods are not targeted and the teachers pay less attention to learning difficulties. They pay less concern and encouragement to non-Chinese students. The third factor is about parent. They have less communication with children, less knowledge of children's learning and less learning and management of children. The last one is school. The curriculum is inelastic, and there is less attention to non-Chinese students. Besides, the learning atmosphere is not ideal. Based on the causes of Chinese learning difficulties of non-Chinese students in SJKC Dengkil, the corresponding transformation strategies are proposed, which are mainly divided into four parts. Firstly, it is related to students. Students should actively and positively face learning difficulties, develop good study habits, and participate in collective activities within the school. The second point is the teachers. Teachers should measure the pros and cons of students with multiple criteria, strengthen their attention to learning difficulties, and guide students to use effective learning methods. In addition, they should enhance students' self-efficacy, encourage students, choose appropriate role models, and use demonstrations. They should reflect the student's learning situation to the parents and ask the students to be differentiated. The third point is the parents. Parents should be responsible for their children's learning, communicate with their children and understand their thoughts. The first point is the students. The last point is the school. School should organize a team of teachers to solve Chinese language learning difficulties for non-Chinese students, organize activities for non-Chinese students, and educate parents about parenting.