專業(yè)背景對(duì)漢語(yǔ)國(guó)際教育碩士學(xué)習(xí)策略的影響
發(fā)布時(shí)間：2019-05-16 12:16
【摘要】：本研究旨在探討不同專業(yè)背景的漢語(yǔ)國(guó)際教育碩士在學(xué)習(xí)專業(yè)課程時(shí)所采取的學(xué)習(xí)策略的差別。 本文共分五章。 第一章的緒言部分從漢語(yǔ)國(guó)際教育專業(yè)研究生專業(yè)背景復(fù)雜而多樣的現(xiàn)實(shí)和學(xué)生教師學(xué)習(xí)策略的研究意義兩方面，分析了本研究的現(xiàn)實(shí)意義。 第二章的文獻(xiàn)綜述在界定了“學(xué)習(xí)策略”概念范疇的基礎(chǔ)上，從國(guó)內(nèi)國(guó)外兩個(gè)方面分別綜述了學(xué)習(xí)策略的研究歷程，指出本研究符合當(dāng)前世界學(xué)習(xí)策略研究中將學(xué)習(xí)策略與具體科目相結(jié)合的研究趨勢(shì)，，并能在一定程度上彌補(bǔ)國(guó)內(nèi)研究在高等級(jí)學(xué)習(xí)者學(xué)習(xí)策略研究方面的不足，所以有其進(jìn)行的必要性。 第三章詳述了本文研究方法。本研究通過對(duì)北京大學(xué)2011級(jí)漢語(yǔ)國(guó)際教育碩士中14名同學(xué)的訪談以及后續(xù)的轉(zhuǎn)錄整理，結(jié)合麥克卡的理論框架，從認(rèn)知策略、元認(rèn)知策略和資源管理策略三個(gè)方面對(duì)專業(yè)背景對(duì)漢語(yǔ)國(guó)際教育碩士學(xué)習(xí)策略的影響進(jìn)行探討。 第四章是對(duì)研究結(jié)果的討論和分析。第一部分是漢語(yǔ)國(guó)際教育碩士學(xué)生學(xué)習(xí)策略的總體評(píng)估，是對(duì)不同專業(yè)背景學(xué)習(xí)者學(xué)習(xí)策略共性的分析�？傮w而言，不同專業(yè)背景的漢語(yǔ)國(guó)際教育碩士學(xué)生都表現(xiàn)出了比較高的學(xué)習(xí)策略運(yùn)用水平，并在學(xué)習(xí)策略的運(yùn)用方面表現(xiàn)出一定的趨同性。第二部分是不同專業(yè)背景學(xué)習(xí)者學(xué)習(xí)策略的差異及分析，討論了專業(yè)背景因素在認(rèn)知策略、元認(rèn)知策略和資源管理策略三個(gè)方面造成的差異。認(rèn)知策略的差異主要體現(xiàn)在選擇性注意策略和課堂筆記策略的差異，前者的成因主要?dú)w結(jié)為專業(yè)學(xué)科特點(diǎn)和屬性的差異，后者則主要?dú)w因于專業(yè)知識(shí)的積累程度不同以及專業(yè)特點(diǎn)和專業(yè)教學(xué)特點(diǎn)。元認(rèn)知策略的差異主要體現(xiàn)在考試復(fù)習(xí)計(jì)劃的制定方面，但專業(yè)因素只是造成這一差別的因素之一，學(xué)習(xí)者對(duì)考試的認(rèn)識(shí)、日常學(xué)習(xí)中的努力策略等因素同樣對(duì)學(xué)習(xí)者考試復(fù)習(xí)計(jì)劃策略的運(yùn)用具有一定程度的影響。資源管理策略的差異則體現(xiàn)在尋求幫助策略上的差異，即策略運(yùn)用頻率和求助對(duì)象兩方面，而其成因可以歸結(jié)為學(xué)習(xí)者專業(yè)知識(shí)基礎(chǔ)和專業(yè)問題解決經(jīng)驗(yàn)方面的差異。 第五章結(jié)論部分就研究主要結(jié)論進(jìn)行了總結(jié)，并在此基礎(chǔ)上提出了相應(yīng)的教學(xué)和學(xué)習(xí)建議。文章的最后論述了本研究的局限與不足。
[Abstract]:The purpose of this study is to explore the differences of learning strategies adopted by masters of Chinese international education with different professional backgrounds. This paper is divided into five chapters. The introduction part of the first chapter analyzes the practical significance of this study from two aspects: the complex and diverse professional background of graduate students majoring in Chinese international education and the significance of the study of students' teachers' learning strategies. The second chapter of the literature review, on the basis of defining the concept of "learning strategy", summarizes the research course of learning strategy from two aspects at home and abroad. It is pointed out that this study is in line with the current research trend of combining learning strategies with specific subjects in the study of learning strategies in the world, and can make up for the shortcomings of domestic research in the study of learning strategies of higher level learners to a certain extent. Therefore, there is a need for it to proceed. In the third chapter, the research methods of this paper are described in detail. Through interviews with 14 students in Chinese International Education at Peking University level 2011 and subsequent transcriptional collation, combined with the theoretical framework of Macca, this study is based on cognitive strategies. The influence of professional background on the learning strategy of master of Chinese international education is discussed from three aspects of metacognition strategy and resource management strategy. The fourth chapter is the discussion and analysis of the research results. The first part is the overall evaluation of learning strategies of master students in Chinese international education, which is an analysis of the commonness of learning strategies of learners from different professional backgrounds. Generally speaking, the master's degree of Chinese international education from different professional backgrounds has shown a high level of learning strategy application, and has shown a certain convergence in the use of learning strategies. The second part is the difference and analysis of learning strategies among learners with different professional backgrounds, and discusses the differences caused by professional background factors in cognitive strategies, metacognition strategies and resource management strategies. The differences of cognitive strategies are mainly reflected in the differences between selective attention strategies and classroom note-taking strategies, and the causes of the former are mainly attributed to the differences in the characteristics and attributes of professional disciplines. The latter is mainly due to the different degree of accumulation of professional knowledge and professional characteristics and professional teaching characteristics. The difference of metacognition strategy is mainly reflected in the formulation of examination review plan, but the professional factor is only one of the factors that cause this difference, and the learners' understanding of the examination is only one of the factors that cause this difference. The factors such as hard work strategies in daily learning also have a certain degree of influence on the use of learners' examination review plan strategies. The differences of resource management strategies are reflected in the differences in seeking help strategies, that is, the frequency of strategy use and the object of help-seeking, which can be attributed to the differences in learners' professional knowledge base and professional problem-solving experience. In the fifth chapter, the main conclusions of the study are summarized, and the corresponding teaching and learning suggestions are put forward. At the end of the paper, the limitations and shortcomings of this study are discussed.
【學(xué)位授予單位】：北京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：2478270
[Abstract]:The purpose of this study is to explore the differences of learning strategies adopted by masters of Chinese international education with different professional backgrounds. This paper is divided into five chapters. The introduction part of the first chapter analyzes the practical significance of this study from two aspects: the complex and diverse professional background of graduate students majoring in Chinese international education and the significance of the study of students' teachers' learning strategies. The second chapter of the literature review, on the basis of defining the concept of "learning strategy", summarizes the research course of learning strategy from two aspects at home and abroad. It is pointed out that this study is in line with the current research trend of combining learning strategies with specific subjects in the study of learning strategies in the world, and can make up for the shortcomings of domestic research in the study of learning strategies of higher level learners to a certain extent. Therefore, there is a need for it to proceed. In the third chapter, the research methods of this paper are described in detail. Through interviews with 14 students in Chinese International Education at Peking University level 2011 and subsequent transcriptional collation, combined with the theoretical framework of Macca, this study is based on cognitive strategies. The influence of professional background on the learning strategy of master of Chinese international education is discussed from three aspects of metacognition strategy and resource management strategy. The fourth chapter is the discussion and analysis of the research results. The first part is the overall evaluation of learning strategies of master students in Chinese international education, which is an analysis of the commonness of learning strategies of learners from different professional backgrounds. Generally speaking, the master's degree of Chinese international education from different professional backgrounds has shown a high level of learning strategy application, and has shown a certain convergence in the use of learning strategies. The second part is the difference and analysis of learning strategies among learners with different professional backgrounds, and discusses the differences caused by professional background factors in cognitive strategies, metacognition strategies and resource management strategies. The differences of cognitive strategies are mainly reflected in the differences between selective attention strategies and classroom note-taking strategies, and the causes of the former are mainly attributed to the differences in the characteristics and attributes of professional disciplines. The latter is mainly due to the different degree of accumulation of professional knowledge and professional characteristics and professional teaching characteristics. The difference of metacognition strategy is mainly reflected in the formulation of examination review plan, but the professional factor is only one of the factors that cause this difference, and the learners' understanding of the examination is only one of the factors that cause this difference. The factors such as hard work strategies in daily learning also have a certain degree of influence on the use of learners' examination review plan strategies. The differences of resource management strategies are reflected in the differences in seeking help strategies, that is, the frequency of strategy use and the object of help-seeking, which can be attributed to the differences in learners' professional knowledge base and professional problem-solving experience. In the fifth chapter, the main conclusions of the study are summarized, and the corresponding teaching and learning suggestions are put forward. At the end of the paper, the limitations and shortcomings of this study are discussed.
【學(xué)位授予單位】：北京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
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本文編號(hào)：2478270
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