汉语综合课是海外汉语教学中最常规的课程类型之一，课堂操练是汉语综合课的重要组成部分，课堂操练的成效在一定程度上影响整体教学效果。目前，对于课堂操练的研究还较为薄弱，主要集中于以下两大方面：一方面是从不同方面划分课堂操练的相关研究，包含对不同操练方式的划分，对不同课型不同水平的研究以及针对不同教学环节中操练方式的研究，另一个方面是对操练方式进行评价的相关研究，其中从学生角度出发对课堂操练进行的研究相对较少。

英国的孔子学院大多为社会成人班，而目前针对孔子学院社会成人班的研究较少。此类班型的学生是孔子学院的主体成员，他们在学习目的、学习动机以及学习方式上都与非社会班有较大差别，在真实汉语课堂中，汉语教师明显会发现有些操练方式学生积极配合，有些操练方式学生积极性不高。所以，基于上述情况，确定本文的研究对象是曼彻斯特大学孔子学院成人班汉语综合课的教师和学生，对双方对于操练方式的认可度展开研究。

首先本文通过课堂观察以及采访等形式，整体了解曼大孔院汉语综合课堂的总体操练占比情况，各言语技能操练占比时间以及操练过程中遇到的问题，总结出教师最常用的操练类型，为后续调查问卷的设计提供了相应参考。

其次通过调查问卷的形式，对曼大孔院汉语综合课的学生和老师进行调查，得出以下结论。学生对听说课堂操练的整体认可度较高，其中听说操练认可度最高的三项是提问、根据课文创造对话以及角色扮演，认可度较低的是判断对错和看图造句。读写操练中部件拼合认可度最高，读词卡认可度最低。在学生调查中值得注意的是，不同水平的学生在特定几项操练方式的认可度评分中差别较大。

与学生认可度评分相比，教师的认可度评分整体低于学生，听说操练认可度高的有提问、信息差操练和角色扮演，认可度低的有判断对错和跟老师反复操练，其中提问和角色扮演是师生认可度都较高的听说操练方式，判断对错是师生认可度都较低的操练方式。教师在读写操练的认可度评分整体较低，其中最低的一项是跟老师写汉字，与学生评分差异较大。

最后基于认可度调查结果进一步分析，探寻影响认可度的相关因素，主要包括环境因素、教师个人因素、学生因素以及操练方式本身的因素四大方面，针对每一方面进一步进行了研究。基于影响因素分析，从教师素养提高、关注学生需求、完善听课制度以及完善操练方式等方面提出一些有针对性的建议。

Chinese comprehensive course is one of the most conventional courses in overseas Chinese teaching. Classroom practice is an important part of Chinese comprehensive course. The effect of classroom practice affects the overall teaching effect to some extent.At present, for the classroom practice research is relatively weak mainly focused on the following two aspects: on the one hand, divided into classroom practice research from different aspects, include to the division of different ways of practice, the study of different class level and the study of different teaching link in practice way, another aspect is to evaluate the practice way of related research, including from the student perspective to the study of classroom practice is relatively small.

Most of the Confucius institutes in the UK are social adult classes, but there are few studies on social adult classes in the UK.The students in this class are the main members of the Confucius institute, and they are quite different from the non-social class in learning purpose, learning motivation and learning style. In the real Chinese classroom, Chinese teachers will obviously find that some students actively cooperate with some students and some students are not highly motivated.Therefore, based on the above situation, it is determined that the research object of this paper is the teachers and students of Chinese comprehensive course in the adult class of the Confucius institute at the university of Manchester, and the recognition degree of the two sides to the practice method is studied.

First of all, through classroom observation and interview, this paper has an overall understanding of the proportion of the overall practice in the comprehensive Chinese language class, the proportion of time spent in the practice of various speech skills and the problems encountered in the process of the practice, and summarizes the most commonly used practice types of teachers, which provides a corresponding reference for the subsequent questionnaire design.

Secondly, through the form of questionnaire, the author makes a survey on the students and teachers of Chinese comprehensive course in the university of Confucius and draws the following conclusions.Students have a high overall recognition of listening and speaking practice, among which the three highest recognition of listening and speaking practice are asking questions, creating dialogues according to the text and role playing, while the lower recognition is judging right and wrong and making sentences by looking at pictures.In the reading and writing practice, the recognition degree of component assembly is the highest, and the recognition degree of word card is the lowest.In the student survey, it is worth noting that students of different levels differ greatly in the recognition scores of certain exercises.

Compared with the students recognition scores, teachers' overall approval rating is lower than the students, heard that practice acceptance with questions, poor information and role playing, low recognition have to judge right and wrong, and as many times as possible with the teacher, the questions and role playing is heard that practice way of recognition between teachers and students is higher, judge right and wrong is of low recognition between teachers and students practice way.The recognition score of teachers in the reading and writing practice is relatively low, among which the lowest one is to write Chinese characters with the teacher, which is quite different from the score of students.

Finally, based on the results of the survey of recognition, this paper explores the relevant factors affecting the recognition, mainly including four aspects: environmental factors, teachers' personal factors, students' factors and the factors of the practice itself.Based on the analysis of influencing factors, some Suggestions are put forward from the aspects of improving teachers' quality, paying attention to students' needs, perfecting the system of attending lectures and perfecting the way of practice.