中亞留學(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格調(diào)查研究
發(fā)布時(shí)間：2018-11-02 18:37
【摘要】： 在對(duì)外漢語(yǔ)教學(xué)中,教師應(yīng)充分了解留學(xué)生的學(xué)習(xí)風(fēng)格傾向,真正做到因材施教,留學(xué)生也應(yīng)了解自己的學(xué)習(xí)風(fēng)格傾向,以便在學(xué)習(xí)中充分發(fā)揮學(xué)習(xí)潛能,提高漢語(yǔ)學(xué)習(xí)效果。本研究在系統(tǒng)闡述學(xué)習(xí)風(fēng)格相關(guān)理論的基礎(chǔ)上,以在新疆學(xué)習(xí)漢語(yǔ)的300名中亞留學(xué)生為調(diào)查對(duì)象,采用問(wèn)卷調(diào)查法和觀察法對(duì)中亞留學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格進(jìn)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(wèn)卷調(diào)查情況與學(xué)生實(shí)際情況的一致性以及對(duì)外漢語(yǔ)教師對(duì)學(xué)習(xí)風(fēng)格的認(rèn)識(shí)程度。 論文的主體共分六個(gè)部分。第一部分為緒論,主要包括選題背景及緣由、學(xué)習(xí)風(fēng)格研究綜述、研究目的、意義和研究?jī)?nèi)容,該部分是對(duì)整個(gè)研究所做的總體性概述。第二部分為學(xué)習(xí)風(fēng)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(shè)計(jì)與實(shí)施,其主要內(nèi)容包括研究對(duì)象的確定、研究方法的使用和調(diào)查問(wèn)卷的設(shè)計(jì)等。第四部分是調(diào)查結(jié)果與分析,內(nèi)容包括中亞留學(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格總體傾向和差異的問(wèn)卷調(diào)查數(shù)據(jù)統(tǒng)計(jì)、留學(xué)生和教師的訪談結(jié)果及其分析。第五部分是針對(duì)中亞留學(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格特點(diǎn)提出的教學(xué)對(duì)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(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格偏好呈現(xiàn)多樣化的特征。首先,中亞留學(xué)生主要漢語(yǔ)學(xué)習(xí)風(fēng)格類型是觸覺型、視覺型、序列型和合作型。其次,中亞留學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格在視覺型、聽覺型、獨(dú)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(xué)生在其它五種類型的學(xué)習(xí)風(fēng)格上不存在顯著性差異。再次,不同年齡段的中亞留學(xué)生在獨(dú)立型、依賴型、合作型和個(gè)體型漢語(yǔ)學(xué)習(xí)風(fēng)格上存在顯著性差異,在其它九種類型的學(xué)習(xí)風(fēng)格上不存在顯著性差異。最后,不同文化程度的中亞留學(xué)生在獨(dú)立型和直覺型漢語(yǔ)學(xué)習(xí)風(fēng)格上存在顯著性差異,在其它十一種類型的學(xué)習(xí)風(fēng)格上不存在顯著性差異。 通過(guò)對(duì)中亞留學(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格總體傾向、差異的分析,論文針對(duì)中亞留學(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格特點(diǎn),提出四點(diǎn)建議:即了解和研究中亞留學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格;引導(dǎo)他們了解和拓展自己的漢語(yǔ)學(xué)習(xí)風(fēng)格,為終生學(xué)習(xí)打下良好的基礎(chǔ);基于中亞文化差異,開展對(duì)外漢語(yǔ)教學(xué);完善對(duì)外漢語(yǔ)教學(xué)評(píng)價(jià)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(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195
本文編號(hào)：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(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195
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