緬甸華裔留學生學業(yè)困難分析
發(fā)布時間：2019-02-17 21:01
【摘要】：本文以韋納的歸因效果理論為理論依據(jù)，采用文獻研究法、問卷調查法等，探討了緬甸華裔留學生學業(yè)困難歸因的特點，以期在教學實踐中總結更多行之有效的能激發(fā)緬甸華裔留學生學習動機以及提高學習效率的方法。 本文共分為五部分。在引論部分，主要介紹了國內外關于歸因理論的研究現(xiàn)狀及主要觀點。其中，重點介紹了現(xiàn)在備受人們關注的韋納的歸因理論。 在第一章，主要對歸因問卷調查結果進行了統(tǒng)計和分析。為了了解緬甸華裔留學生在漢語學習過程中遭遇學業(yè)困難時的歸因特點，本文利用韋納的歸因理論設計了一份問卷，對云南師范大學華文學院以及云南大學的共86名緬甸華裔留學生進行了問卷調查。 在第二章，主要是根據(jù)問卷結果分析了緬甸華裔留學生學業(yè)困難歸因特點，并從學習動機、學習策略和自我效能感等方面對學困生和非學困生的歸因特點進行了比較和分析。同時，在第二章還指出教師行為會對學生的歸因傾向造成影響。 在第三章，主要是根據(jù)前面的統(tǒng)計結果及分析，從歸因理論的角度，針對對外漢語教學提出了一些建議。本文認為，教師可結合日常教學工作，針對不同學生的歸因傾向進行引導和訓練，從而促使其形成積極的歸因傾向，以及幫助他們取得更高的學業(yè)成就。 在結論部分，主要是對全文主要內容進行了總結。 總的來說，，本文通過歸因問卷調查，對緬甸華裔留學生學業(yè)困難歸因特點進行了實證研究，旨在尋找產生這些歸因傾向的原因，并嘗試摸索恰當?shù)姆椒�，對遭遇學業(yè)困難的留學生進行歸因訓練，以促使他們逐漸形成積極的歸因方式。
[Abstract]:Based on Weiner's theory of attribution effect, this paper discusses the characteristics of attribution of academic difficulties of Chinese students in Myanmar by means of literature research and questionnaire survey. In order to sum up more effective methods to stimulate the motivation and improve the learning efficiency of ethnic Chinese students in Myanmar in teaching practice. This paper is divided into five parts. In the introduction part, it mainly introduces the research status and main viewpoints of attribution theory at home and abroad. Among them, it focuses on Weiner's attribution theory, which has attracted much attention. In the first chapter, the result of attribution questionnaire is analyzed. In order to understand the attribution characteristics of Myanmar Chinese students who encounter academic difficulties in the process of learning Chinese, this paper designs a questionnaire based on Weiner's attribution theory. A questionnaire survey was conducted among 86 Chinese students from Yunnan normal University and Yunnan University. In the second chapter, based on the results of the questionnaire, this paper analyzes the attribution characteristics of learning difficulties of Chinese overseas students in Myanmar, and compares and analyzes the attribution characteristics of students with learning difficulties and non-students with learning difficulties from the aspects of learning motivation, learning strategies and self-efficacy. At the same time, the second chapter also points out that teacher behavior will affect the attribution tendency of students. In the third chapter, according to the previous statistical results and analysis, from the perspective of attribution theory, the author puts forward some suggestions for teaching Chinese as a foreign language. This paper holds that teachers can guide and train different students' attributional tendencies in the light of their daily teaching work so as to promote them to form positive attributional tendencies and to help them to achieve higher academic achievements. In the conclusion part, the main contents of the paper are summarized. On the whole, this paper makes an empirical study on the attribution characteristics of Chinese ethnic Myanmar students' academic difficulties by means of attribution questionnaire, in order to find out the causes of these attributional tendencies and try to find out the appropriate methods. Students with academic difficulties are trained to develop a positive attribution style.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
[Abstract]:Based on Weiner's theory of attribution effect, this paper discusses the characteristics of attribution of academic difficulties of Chinese students in Myanmar by means of literature research and questionnaire survey. In order to sum up more effective methods to stimulate the motivation and improve the learning efficiency of ethnic Chinese students in Myanmar in teaching practice. This paper is divided into five parts. In the introduction part, it mainly introduces the research status and main viewpoints of attribution theory at home and abroad. Among them, it focuses on Weiner's attribution theory, which has attracted much attention. In the first chapter, the result of attribution questionnaire is analyzed. In order to understand the attribution characteristics of Myanmar Chinese students who encounter academic difficulties in the process of learning Chinese, this paper designs a questionnaire based on Weiner's attribution theory. A questionnaire survey was conducted among 86 Chinese students from Yunnan normal University and Yunnan University. In the second chapter, based on the results of the questionnaire, this paper analyzes the attribution characteristics of learning difficulties of Chinese overseas students in Myanmar, and compares and analyzes the attribution characteristics of students with learning difficulties and non-students with learning difficulties from the aspects of learning motivation, learning strategies and self-efficacy. At the same time, the second chapter also points out that teacher behavior will affect the attribution tendency of students. In the third chapter, according to the previous statistical results and analysis, from the perspective of attribution theory, the author puts forward some suggestions for teaching Chinese as a foreign language. This paper holds that teachers can guide and train different students' attributional tendencies in the light of their daily teaching work so as to promote them to form positive attributional tendencies and to help them to achieve higher academic achievements. In the conclusion part, the main contents of the paper are summarized. On the whole, this paper makes an empirical study on the attribution characteristics of Chinese ethnic Myanmar students' academic difficulties by means of attribution questionnaire, in order to find out the causes of these attributional tendencies and try to find out the appropriate methods. Students with academic difficulties are trained to develop a positive attribution style.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
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