我国高校对来华留学生实施的对外汉语教学在汉语国际推广过程中有其特殊的作用，关注和保障高校对外汉语教学质量是发挥其特殊作用的前提条件。对高校对外汉语教学进行质量监控和评价的活动也就显得十分重要。教学评价是高校内部质量保障的手段之一，而实施以学生为主体的教学评价是高校在评价教学效果的工作中最普遍采用的方法。本研究以北京某高校93名来华留学生为研究对象，通过基于学生课程学习体验的学生评教的方法考察该群体对高校对外汉语教学的评价，剖析该校对外汉语教学质量状况，进而为改进高校对外汉语教学工作以及推动汉语国际推广工作提供参考。主要发现如下：（1）在对外汉语教学的整体评价上，被试留学生给出的整体评价不高；不同国籍的被试留学生在对外汉语教学的整体评价上差异显著。（2）在对外汉语教学的学习体验上，被试留学生在八个维度上的得分按高低排名分别为：“课程收获”，“课程影响”，“教师特质”，“学习支持”，“评价和反馈”，“学习资源”，“课外活动”以及“图书馆服务”。不同国籍和不同年级的被试留学生在部分维度上差异显著。（3）在“课程收获”和“课程影响”上，被试留学生对“课程收获”中的“课程学习提高了我的汉语水平”评分最高；对“课程学习让我能够从不同的角度审视世界”评分最低。被试留学生对“课程影响”中的“课程学习让我考虑回国后从事与汉语有关的工作”评分最高；对“课程学习让我考虑在中国高校进一步深造”评分最低。不同国籍、不同性别以及不同汉语学习基础的被试留学生在部分题项上差异显著。（4）在对外汉语教学学习体验对教学整体评价的影响上，就单个维度来看，以“课外活动”对教学整体评价的预测力最佳，其次分别为“课程影响”和“教师特质”。基于上述研究发现，本文从加强对外汉语教学中的学生群体差异研究、发挥对外汉语教师在教学中的文化推广作用、有针对性地开展课外文化活动以及提升留学生教育部门间的相互协作等方面对改进被试高校对外汉语教学和推动汉语国际推广提供参考。

Teaching Chinese as a Foreign Language (TCAFL) in HEIs plays an important role in the process of international Chinese language promotion， and the quality of TCAFL is one of the fundamental issues which contribute to the realization of this novel strategy. Therefore， the quality ensurence of TCAFL can’t be more emphasized. As a method to ensure the internal educational quality in HEIs， students’ evaluation of teaching is the mostly commonly used approach as far as the effectiveness of teaching is concerned. In the light of this fact， this study sampled 93 international students in a university in Beijing and checked their evaluation of TCAFL in the sampled university based on their Chinese course experience. The main findings are shown as follows:(1) With regard to the overall evaluation of TCAFL in the sample university， the respondents appeared to be neutral in general. There was a significant difference between groups by originality.(2) As far as Chinese course experience was concerned， the respondents reported the highest score on the dimension of “gains from the course” while the dimension of “library” received the lowest score. There existed significant differences between groups by originality and by gender.(3) As we moved on to the issue of gains from the course， the respondents favored the item of “the course has helped me to improve my Chinese” and reported the lowest score on the item of “the course has helped me to develop a more sophisticated way of looking at the world”. What’s more， on the dimension of impacts of the course， the respondents were more likely to choose the item of “the course has helped me to see opportunities to do China-related work in home country” and showed the little interest in the item of “the course has helped me to see opportunities to study in China”. Significant differences could be found between groups by originality，by gender and by proficiency of Chinese.(4) In regard to the correlation among dimensions of Chinese course experience and overall evaluation， “activities outside class” showed the strongest impacts on overall evaluation， “gains from the course” and “the teaching on my course” followed respectively.Based on the above findings， implications of this study have been addressed in terms of strengthening studies on group difference in TCAFL， encouraging instructors to live up to their role as “culture agent”， diversifying activities outside class accordingly and enhancing cooperation among units of international students’ affairs.