【摘要】：新疆是中亞各國(guó)與內(nèi)地接觸的橋梁,其地緣優(yōu)勢(shì)和近年來(lái)新疆與中亞各國(guó)貿(mào)易交易的的增長(zhǎng)掀起了中亞各國(guó)人民學(xué)習(xí)漢語(yǔ)的熱潮。由于學(xué)習(xí)者的母語(yǔ)背景存在著個(gè)體差異,并且還存在很多初次來(lái)中國(guó)學(xué)習(xí)漢語(yǔ)的中亞留學(xué)生,如何幫助他們盡快的適應(yīng)目的語(yǔ)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(chǎng)獨(dú)立型與場(chǎng)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(guò)問(wèn)卷調(diào)查法、訪談法以及文獻(xiàn)閱讀法,對(duì)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(yǔ)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(jí)的編排和期末考試方式;漢語(yǔ)教師的教學(xué)包含宏觀教學(xué)方法、常見(jiàn)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(wèn)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(gè)方面出發(fā),找出相應(yīng)的對(duì)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(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 沈建國(guó);;用認(rèn)知風(fēng)格理論透析高校課堂教學(xué)現(xiàn)狀[J];新課程研究(中旬刊);2015年02期

2 祝s，

本文編號(hào)：2174599