藏汉双语大学生学习性投入与收获研究

发布时间：2018-12-21 13:41

【摘要】：具有先进文化知识及科学文化素养的藏族大学生是各个行业各个领域的主力军,他们是藏区发展的人才保障和后备力量,而藏区特殊的语言环境使得藏汉兼通的双语人才成为了紧缺资源。藏汉双语大学生的教育质量不仅关系到少数民族人才培养成效还会直接影响民族地区的经济文化建设、民族事业发展和社会和谐等问题。本文以西北民族大学311名藏汉双语类大学生作为调查对象,使用以NSSE-China中的学习性投入五大指标及自我报告的教育收获为主要内容重新编排的《藏汉双语大学生学习性投入与收获调查问卷》,考察了藏汉双语大学生的学习性投入与学习收获现状,并通过SPSS统计软件对调查结果进行描述性分析,在不同群体间进行差异性比较,进而探究藏汉双语大学生学习收获的投入性影响因素,得到学习性投入对于学习收获的拟合模型。所得主要结论有:(1)藏汉双语大学生在学习性投入上的表现呈中等水平,但在其二三级指标中的表现有高有低。具体而言,藏汉双语大学生在学业上的时间与精力投入不足,在课堂上的主动性不高,并且在生师互动水平中的社会性互动和教育经验丰富度中的社会性经验等需要同外界环境接触与交流的指标上整体表现不佳,但在与同伴关系或生师关系相关的指标如合作学习、生师情感支持中得分相对较高。藏汉双语大学生在学习收获上整体呈中上等水平。比起在学习性投入各指标上参差不齐的表现,学习收获各维度上的差异很小,整体分布较为均衡。其中藏语的表达能力提升高于汉语的。(2)针对藏汉双语大学生学习性投入与学习收获两方面,就不同的学生群体进行了差异分析,发现学习性总投入在年级、专业、生源地行政区划以及母亲的受教育程度四个因子上有显著差异。其中,大一学生的得分较其他各年级存在明显差距,而专业为文科、生源地为地级城市以及母亲受过正式教育的学生在总体的学习性投入上表现更积极。不同性别、不同藏区和父亲受教育程度不同的学生之间没有明显差异。在学习总收获上,不同群体之间的差别主要体现在知识收获维度,在总的学习收获方面只有在年级因子上大一显著低于其他年级。(3)从藏汉双语大学生学习收获的多元回归拟合模型中发现,学习性投入中丰富多样的教育经验以及学校和周围环境的支持对学生的能力收获产生非常重要的作用,包括在知识、能力和价值观三个方面。而对于相对客观的在校获奖情况来讲影响因素则偏向于与自身努力相关的几个指标,如主动合作学习水平、学业挑战度、生师互动水平几个指标。对于藏汉双语大学生在学习性投入以及学习收获中存在的问题,提出以下几点建议:(1)学校和老师应加强对藏汉双语大学生的引导,使其加大对学习的时间投入,提高课业成绩;(2)学校应鼓励藏汉双语大学生积极参加社会性活动,创建丰富彩的校园生活,增加藏汉双语学生与其他各族学生之间的互动交流机会;(3)学校和老师应该更加重视这种环境对学生教育收获的积极促进作用,并持续地为藏汉双语大学生提供各方面的支持,力争培养出全面发展的藏汉双语人才。
[Abstract]:Tibetan students with advanced cultural knowledge and scientific and cultural quality are the main force in all fields of the industry, they are the talent guarantee and reserve force of the development of the Tibetan area, and the special language environment of the Tibetan area makes the bilingual talents in the Tibetan and Han Dynasties become scarce resources. The quality of the education of the bilingual college students in Tibetan and Han is not only related to the training effect of the national minority, but also directly affects the economic and cultural construction of the minority area, the development of the nation's cause and the social harmony. This paper, as a survey object of 311 Tibetan and Chinese bilingual college students in the Northwest Minority University, uses the five indexes of the learning in NSSE-China and the education of self-report as the main content to re-organize the study on the learning and harvest of the bilingual college students in Tibetan and Han. The present situation of learning and learning of the bilingual college students in Tibetan and Han was investigated, and the results were analyzed by SPSS statistical software. The difference among different groups was compared, and the factors of the input of the learning and harvesting of the bilingual college students in Tibetan and Han were also explored. The learning input is a fitting model for learning and harvesting. The main conclusions are as follows: (1) The performance of the bilingual college students in Tibetan and Han is of moderate level, but the performance in the second three-level index is very low. In particular, the time and energy of the bilingual college students in the Tibetan and Chinese are insufficient, and the initiative in the classroom is not high. and the social interaction in the interaction level of the students and the social experience in the education experience degree require the overall performance of the index of contact and communication with the external environment, The score in the emotional support of the teacher is relatively high. The bilingual college students in the Tibetan and Han Dynasties are in the overall shape of learning and harvesting. The difference between learning and harvest is very small, and the overall distribution is more balanced than that of learning input. The expression ability of Tibetan language is higher than that of Chinese. (2) According to the two aspects of the learning and learning of the bilingual college students in the Tibetan and Chinese, the difference analysis of the different groups of students was carried out, and it was found that the total investment in the study was significantly different from the grade, the specialty, the administrative division of the students and the degree of education of the mother. Among them, there is a clear gap between the scores of the major students and the other grades, and the professional is the liberal arts, and the students of the prefecture-level city and the mother's educated students are more active in the overall learning input. There is no significant difference between the different sexes, the different Tibetan areas and the different groups of students. In total learning, the difference among different groups is mainly reflected in the knowledge-harvesting dimension, and only in the grade factor is significantly lower than the other grades in the overall learning and harvesting. (3) From the multi-regression fitting model of the learning and harvest of the bilingual college students in Tibetan and Han, it is found that the rich and varied educational experience in the learning input and the support of the school and the surrounding environment have a very important role in the ability of the students, including in terms of knowledge, ability and values. However, for the relatively objective school-winning situation, the influence factors are biased to several indicators related to their own efforts, such as the level of active cooperation learning, the degree of academic challenge and the level of interaction of the students. In order to solve the problems existing in the study of the bilingual college students in the Tibetan and Chinese, the following suggestions are put forward: (1) The school and the teacher should strengthen the guidance of the bilingual college students in the Tibetan and Han, so as to increase the time input to the study and improve the performance of the class; (2) The school should encourage the bilingual students of Tibetan and Chinese to participate actively in social activities, create a rich and colorful campus life, and increase the interaction and communication opportunities between the bilingual students of Tibetan and Chinese and other ethnic groups; (3) The school and the teacher should pay more attention to the positive promotion of the environment to the student's education, and continuously provide the support of all aspects for the bilingual college students in the Tibetan and Han, and strive to develop the comprehensive development of the Tibetan and Chinese bilingual talents.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642

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