中亞留學生漢語學習風格調(diào)查研究
發(fā)布時間：2018-11-02 18:37
【摘要】： 在對外漢語教學中,教師應充分了解留學生的學習風格傾向,真正做到因材施教,留學生也應了解自己的學習風格傾向,以便在學習中充分發(fā)揮學習潛能,提高漢語學習效果。本研究在系統(tǒng)闡述學習風格相關(guān)理論的基礎(chǔ)上,以在新疆學習漢語的300名中亞留學生為調(diào)查對象,采用問卷調(diào)查法和觀察法對中亞留學生的漢語學習風格進行了多維度調(diào)查研究。此外,還以訪談法開展定性研究,旨在了解問卷調(diào)查情況與學生實際情況的一致性以及對外漢語教師對學習風格的認識程度。 論文的主體共分六個部分。第一部分為緒論,主要包括選題背景及緣由、學習風格研究綜述、研究目的、意義和研究內(nèi)容,該部分是對整個研究所做的總體性概述。第二部分為學習風格概述,是本論文的理論基礎(chǔ)和依據(jù)。第三部分為研究設計與實施,其主要內(nèi)容包括研究對象的確定、研究方法的使用和調(diào)查問卷的設計等。第四部分是調(diào)查結(jié)果與分析,內(nèi)容包括中亞留學生漢語學習風格總體傾向和差異的問卷調(diào)查數(shù)據(jù)統(tǒng)計、留學生和教師的訪談結(jié)果及其分析。第五部分是針對中亞留學生漢語學習風格特點提出的教學對策和建議。第六部分為研究結(jié)論和研究展望,此部分總結(jié)本研究的研究成果,并提出后續(xù)研究的建議。 研究結(jié)果表明,中亞留學生漢語學習風格偏好呈現(xiàn)多樣化的特征。首先,中亞留學生主要漢語學習風格類型是觸覺型、視覺型、序列型和合作型。其次,中亞留學生的漢語學習風格在視覺型、聽覺型、獨立型、依賴型、綜合型、分析型、序列型和直覺型這八種類型上存在顯著的性別差異,男女學生在其它五種類型的學習風格上不存在顯著性差異。再次,不同年齡段的中亞留學生在獨立型、依賴型、合作型和個體型漢語學習風格上存在顯著性差異,在其它九種類型的學習風格上不存在顯著性差異。最后,不同文化程度的中亞留學生在獨立型和直覺型漢語學習風格上存在顯著性差異,在其它十一種類型的學習風格上不存在顯著性差異。 通過對中亞留學生漢語學習風格總體傾向、差異的分析,論文針對中亞留學生漢語學習風格特點,提出四點建議:即了解和研究中亞留學生的漢語學習風格;引導他們了解和拓展自己的漢語學習風格,為終生學習打下良好的基礎(chǔ);基于中亞文化差異,開展對外漢語教學;完善對外漢語教學評價體系。
[Abstract]:In the teaching of Chinese as a foreign language, teachers should fully understand the learning style tendency of foreign students, so as to truly teach students according to their aptitude, and foreign students should also know their own learning style tendencies in order to give full play to their learning potential and improve the learning effect of Chinese. On the basis of systematically expounding the relevant theories of learning style, this study takes 300 students from Central Asia studying Chinese in Xinjiang as the objects of investigation. The Chinese learning style of Central Asian students was investigated by questionnaire and observation. In addition, the qualitative research is carried out by interview, aiming to understand the consistency between the questionnaire survey and the students' actual situation, as well as the level of understanding of the learning style of the TCFL teachers. The main body of the thesis is divided into six parts. The first part is the introduction, including the background and reason of the topic, the study of learning style, research purposes, significance and research content, this part is the overall overview of the whole research. The second part is an overview of learning style, which is the theoretical basis and basis of this paper. The third part is the design and implementation of the research, including the determination of the research object, the use of research methods and the design of the questionnaire. The fourth part is the survey results and analysis, including the survey data of the general tendency and differences of Chinese learning style of the students from Central Asia, the results of interviews between foreign students and teachers and their analysis. The fifth part is the teaching countermeasures and suggestions on the characteristics of the Chinese learning style of the students from Central Asia. The sixth part is the conclusion and prospect of the research. The results show that the Chinese learning style preferences of the students from Central Asia are diversified. First of all, the main types of Chinese learning styles of Central Asian students are tactile, visual, sequential and cooperative. Secondly, there are significant gender differences in the Chinese learning styles of the Central Asian students in the visual, auditory, independent, dependent, comprehensive, analytical, sequential and intuitive types. There is no significant difference between male and female students in the other five types of learning styles. Thirdly, there are significant differences in independent, dependent, cooperative and individual Chinese learning styles among different age groups, but there are no significant differences in the other nine types of learning styles. Finally, there are significant differences between independent and intuitionistic Chinese learning styles among the students from Central Asia with different educational levels, but there are no significant differences in the other 11 types of learning styles. Based on the analysis of the general tendency and differences of the Chinese learning styles of the students from Central Asia, this paper puts forward four suggestions on the characteristics of the Chinese learning styles of the students from Central Asia: to understand and study the Chinese learning styles of the students from Central Asia; Guide them to understand and expand their Chinese learning style, lay a good foundation for lifelong learning; based on the cultural differences in Central Asia, carry out teaching Chinese as a foreign language; improve the evaluation system of teaching Chinese as a foreign language.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H195
本文編號：2306628
[Abstract]:In the teaching of Chinese as a foreign language, teachers should fully understand the learning style tendency of foreign students, so as to truly teach students according to their aptitude, and foreign students should also know their own learning style tendencies in order to give full play to their learning potential and improve the learning effect of Chinese. On the basis of systematically expounding the relevant theories of learning style, this study takes 300 students from Central Asia studying Chinese in Xinjiang as the objects of investigation. The Chinese learning style of Central Asian students was investigated by questionnaire and observation. In addition, the qualitative research is carried out by interview, aiming to understand the consistency between the questionnaire survey and the students' actual situation, as well as the level of understanding of the learning style of the TCFL teachers. The main body of the thesis is divided into six parts. The first part is the introduction, including the background and reason of the topic, the study of learning style, research purposes, significance and research content, this part is the overall overview of the whole research. The second part is an overview of learning style, which is the theoretical basis and basis of this paper. The third part is the design and implementation of the research, including the determination of the research object, the use of research methods and the design of the questionnaire. The fourth part is the survey results and analysis, including the survey data of the general tendency and differences of Chinese learning style of the students from Central Asia, the results of interviews between foreign students and teachers and their analysis. The fifth part is the teaching countermeasures and suggestions on the characteristics of the Chinese learning style of the students from Central Asia. The sixth part is the conclusion and prospect of the research. The results show that the Chinese learning style preferences of the students from Central Asia are diversified. First of all, the main types of Chinese learning styles of Central Asian students are tactile, visual, sequential and cooperative. Secondly, there are significant gender differences in the Chinese learning styles of the Central Asian students in the visual, auditory, independent, dependent, comprehensive, analytical, sequential and intuitive types. There is no significant difference between male and female students in the other five types of learning styles. Thirdly, there are significant differences in independent, dependent, cooperative and individual Chinese learning styles among different age groups, but there are no significant differences in the other nine types of learning styles. Finally, there are significant differences between independent and intuitionistic Chinese learning styles among the students from Central Asia with different educational levels, but there are no significant differences in the other 11 types of learning styles. Based on the analysis of the general tendency and differences of the Chinese learning styles of the students from Central Asia, this paper puts forward four suggestions on the characteristics of the Chinese learning styles of the students from Central Asia: to understand and study the Chinese learning styles of the students from Central Asia; Guide them to understand and expand their Chinese learning style, lay a good foundation for lifelong learning; based on the cultural differences in Central Asia, carry out teaching Chinese as a foreign language; improve the evaluation system of teaching Chinese as a foreign language.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H195
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，本文編號：2306628
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