【摘要】：新疆是中亞各國與內(nèi)地接觸的橋梁,其地緣優(yōu)勢和近年來新疆與中亞各國貿(mào)易交易的的增長掀起了中亞各國人民學(xué)習(xí)漢語的熱潮。由于學(xué)習(xí)者的母語背景存在著個體差異,并且還存在很多初次來中國學(xué)習(xí)漢語的中亞留學(xué)生,如何幫助他們盡快的適應(yīng)目的語學(xué)習(xí)環(huán)境,了解他們的學(xué)習(xí)需求是必不可少的。本文以威特金的場獨(dú)立型與場依存型認(rèn)知風(fēng)格理論和Waters的學(xué)習(xí)需求理論為基礎(chǔ),通過問卷調(diào)查法、訪談法以及文獻(xiàn)閱讀法,對兩種認(rèn)知風(fēng)格的中亞留學(xué)生的學(xué)習(xí)需求進(jìn)行調(diào)查分析。以課程設(shè)置、教師的教學(xué)和學(xué)習(xí)環(huán)境為一條主線,區(qū)分不同認(rèn)知風(fēng)格的學(xué)習(xí)者在漢語學(xué)習(xí)需求方面可能存在的差異。課程設(shè)置包含課程的安排、教材的選用、班級的編排和期末考試方式;漢語教師的教學(xué)包含宏觀教學(xué)方法、常見教學(xué)方法以及微觀教學(xué)技巧;學(xué)習(xí)環(huán)境包含學(xué)習(xí)資源、教室設(shè)施以及住宿條件。最后,根據(jù)有效調(diào)查問卷的結(jié)果進(jìn)行統(tǒng)計(jì)分析,分別從學(xué)習(xí)者本身、教師以及學(xué)校三個方面出發(fā),找出相應(yīng)的對策并給予相關(guān)建議。
[Abstract]:Xinjiang is a bridge between the Central Asian countries and the mainland. Its geographical advantage and the growth of trade transactions between Xinjiang and Central Asian countries in recent years have raised the upsurge of learning Chinese in Central Asian countries. There are individual differences in the background of the learners' mother tongue, and there are many Central Asian students who have come to learn Chinese in China for the first time. It is necessary for them to adapt to the learning environment of the target language as soon as possible. This paper, based on the field independence and field dependent cognitive style theory and the learning demand theory of Waters, is based on the questionnaire survey, interview and literature reading, and the learning needs of two cognitive styles in Central Asia. The course setting, the teacher's teaching and learning environment are the main lines to distinguish the differences between the different cognitive styles of the learners in the Chinese learning needs. The course setting includes the arrangement of the curriculum, the selection of the teaching materials, the arrangement of the class and the final examination, and the teaching of Chinese teachers includes the macro teaching side. Law, common teaching methods and micro teaching skills; learning environment includes learning resources, classroom facilities and accommodation conditions. Finally, according to the results of the effective questionnaire, we analyze the results from the three aspects of the learner itself, the teacher and the school, and find out the corresponding countermeasures and give relevant suggestions.
【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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本文編號：2174599