教室作为学生与教师学习交流的主要场所，对整个教学活动有着重要影响。笔者在西班牙马德里地区的中小学实习时发现，国外的汉语教学对教室环境的设计与布置是比较重视的，会根据学生的特点、认知发展水平、教学内容等方面布置教室，帮助学生更好地学习汉语，帮助教师更好地进行汉语教学。虽然目前国内外对教室环境的研究都比较重视，但在汉语教学方面仍需要继续深入研究。

由于西班牙中小学的主要汉语教学对象为幼儿园及小学阶段的儿童，且教室环境布置与汉语教学相结合的方法更适合儿童的心理特点，因此，本文将儿童汉语教学作为研究的重点，并且本研究选取的是儿童汉语教学中的教室物理环境布置，其中又以墙面布置为主。

本文对西班牙马德里地区的三所当地学校进行调查，分别为私立学校 Ramon y Cajal、公私合资学校 Humanitas Tres Cantos 和私立学校 Casvi Tres Cantos。笔者通过课堂观察、问卷调查和访谈对这三所学校的汉语教学情况从教室环境布置的重要性、设计情况、使用情况三方面进行了调查分析。通过访谈调查发现，西班牙汉语教学的教室环境设计一般遵循安全性、教育性、趣味性、美观性等原则，并结合访谈资料与教室布置的分类总结出西班牙马德里地区的教室环境布置根据教学功能大致可分为四类，分别为教学辅助类、活动辅助类、成果展示类、评价反馈类，根据存在时间可分为常规和临时两类。其中，教学辅助类和成果展示类教学布置在西班牙中小学课堂中利用的最为普遍。

为了具体分析各个类别在汉语教学中的作用，本文使用案例分析的方法，具体分析了不同类别教室环境布置对教学的影响、应用反馈及应用效果，为汉语教师在教室环境设计方面提供了借鉴作用。最后，根据西班牙马德里地区中小学的实际教学情况总结了利用教室环境布置进行汉语教学的重要性与困难，并从汉语教师和学校两方面提出了建议。

The classroom, as the main place for students and teachers to learn and communicate, has a significant impact on the entire teaching activity. During my internship in primary and secondary schools in the Madrid region of Spain, I found that foreign Chinese language teaching places great importance on the design and layout of classroom environments. Classrooms are arranged based on students' characteristics, cognitive development levels, teaching content, and other aspects to help students better learn Chinese and teachers better carry out Chinese language teaching. Although research on classroom environment is currently highly valued both domestically and internationally, further in-depth research is still needed in the field of Chinese language teaching.

Due to the fact that the main target of Chinese language teaching in primary and secondary schools in Spain is children in kindergarten and primary school, and the combination of classroom environment layout and Chinese language teaching is more suitable for children's psychological characteristics, this article focuses on Chinese language teaching for children. And this study selected the physical environment layout of the classroom in children's Chinese language teaching, with wall decoration being the main focus.

This article investigates three local schools in the Madrid region of Spain, namely the private school Ramon y Cajal, the public-private joint venture school Humanitas Tres Cantos, and the private school Casvi Tres Cantos. The author conducted a survey and analysis of the Chinese language teaching situation in these three schools from three aspects: the importance of classroom environment layout, design situation, and usage situation, through classroom observation, questionnaire survey, and interviews. Through interviews and surveys, it was found that the classroom environment design for Chinese language teaching in Spain generally follows the principles of safety, education, fun, and aesthetics. Based on the classification of interview materials and classroom layout, the classroom environment layout in Madrid, Spain can be roughly divided into four categories according to teaching functions, namely teaching assistance, activity assistance, achievement display, and evaluation feedback, According to the duration of existence, it can be divided into two categories: conventional and temporary. Among them,

teaching aids and achievement display teaching arrangements are most commonly used in Spanish primary and secondary school classrooms.

In order to specifically analyze the role of each category in Chinese language teaching, this article uses the method of case analysis to analyze the impact, application feedback, and application effects of different classroom environment arrangements on teaching, providing reference for Chinese language teachers in classroom environment design. Finally, based on the actual teaching situation in primary and secondary schools in the Madrid region of Spain, the importance and difficulties of using classroom environment layout for Chinese language teaching were summarized, and suggestions were proposed from both Chinese language teachers and schools.