专业背景对汉语国际教育硕士学习策略的影响

发布时间：2019-05-16 12:16

【摘要】：本研究旨在探讨不同专业背景的汉语国际教育硕士在学习专业课程时所采取的学习策略的差别。本文共分五章。第一章的绪言部分从汉语国际教育专业研究生专业背景复杂而多样的现实和学生教师学习策略的研究意义两方面，分析了本研究的现实意义。第二章的文献综述在界定了“学习策略”概念范畴的基础上，从国内国外两个方面分别综述了学习策略的研究历程，指出本研究符合当前世界学习策略研究中将学习策略与具体科目相结合的研究趋势，，并能在一定程度上弥补国内研究在高等级学习者学习策略研究方面的不足，所以有其进行的必要性。第三章详述了本文研究方法。本研究通过对北京大学2011级汉语国际教育硕士中14名同学的访谈以及后续的转录整理，结合麦克卡的理论框架，从认知策略、元认知策略和资源管理策略三个方面对专业背景对汉语国际教育硕士学习策略的影响进行探讨。第四章是对研究结果的讨论和分析。第一部分是汉语国际教育硕士学生学习策略的总体评估，是对不同专业背景学习者学习策略共性的分析。总体而言，不同专业背景的汉语国际教育硕士学生都表现出了比较高的学习策略运用水平，并在学习策略的运用方面表现出一定的趋同性。第二部分是不同专业背景学习者学习策略的差异及分析，讨论了专业背景因素在认知策略、元认知策略和资源管理策略三个方面造成的差异。认知策略的差异主要体现在选择性注意策略和课堂笔记策略的差异，前者的成因主要归结为专业学科特点和属性的差异，后者则主要归因于专业知识的积累程度不同以及专业特点和专业教学特点。元认知策略的差异主要体现在考试复习计划的制定方面，但专业因素只是造成这一差别的因素之一，学习者对考试的认识、日常学习中的努力策略等因素同样对学习者考试复习计划策略的运用具有一定程度的影响。资源管理策略的差异则体现在寻求帮助策略上的差异，即策略运用频率和求助对象两方面，而其成因可以归结为学习者专业知识基础和专业问题解决经验方面的差异。第五章结论部分就研究主要结论进行了总结，并在此基础上提出了相应的教学和学习建议。文章的最后论述了本研究的局限与不足。
[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.
【学位授予单位】：北京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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