【摘要】： 隨著認(rèn)知科學(xué)的發(fā)展和語言研究的不斷深入,外語教學(xué)逐漸建立在更加科學(xué)的基礎(chǔ)之上。布魯納學(xué)習(xí)理論思想是認(rèn)知學(xué)習(xí)理論中具有代表性的理論之一,該理論不僅涉及知識(shí)的獲得、保持和運(yùn)用,而且還涉及學(xué)習(xí)動(dòng)機(jī)、興趣和情感培養(yǎng)等多方面。認(rèn)真分析布魯納認(rèn)知學(xué)習(xí)理論,運(yùn)用布魯納學(xué)習(xí)理論來指導(dǎo)和探索俄語學(xué)習(xí)的方法,對(duì)于提高俄語學(xué)習(xí)效率有著重要意義。 在俄語學(xué)習(xí)中,學(xué)習(xí)者不僅要掌握知識(shí),更重要的是在掌握知識(shí)的過程中發(fā)展他們的能力。因此,在俄語教學(xué)中必須使學(xué)習(xí)者掌握俄語知識(shí)的基本結(jié)構(gòu),并通過發(fā)現(xiàn)學(xué)習(xí)的方式來提高解決問題的能力,同時(shí),在此過程中對(duì)俄語學(xué)習(xí)者情感態(tài)度的培養(yǎng)也是不容忽視的。本文試圖通過對(duì)布魯納學(xué)習(xí)理論思想的分析,并將此理論與俄語學(xué)習(xí)相聯(lián)系,以此探究俄語認(rèn)知學(xué)習(xí)過程的形成與發(fā)展、俄語知識(shí)體系的構(gòu)建、俄語學(xué)習(xí)者情感態(tài)度的培養(yǎng)以及俄語學(xué)習(xí)策略的最終形成等問題,目的在于提高俄語學(xué)習(xí)者實(shí)際運(yùn)用俄語的能力。 本文依據(jù)布魯納學(xué)習(xí)理論思想的主要觀點(diǎn),以期為俄語學(xué)習(xí)者提供些許有價(jià)值的借鑒。全文包括五部分: 第一部分:闡述布魯納學(xué)習(xí)理論主要觀點(diǎn)及其產(chǎn)生的社會(huì)背景和理論淵源; 第二部分:闡述兒童智力發(fā)展階段論,并將其與俄語學(xué)習(xí)的認(rèn)知過程相聯(lián)系,進(jìn)而探討俄語學(xué)習(xí)中認(rèn)知過程的形成與發(fā)展問題; 第三部分:闡述布魯納的知識(shí)結(jié)構(gòu)理論,并將這一理論與俄語學(xué)習(xí)相結(jié)合,探討其在俄語知識(shí)的獲得、俄語知識(shí)的轉(zhuǎn)移和俄語知識(shí)的評(píng)價(jià)中所起的指導(dǎo)作用; 第四部分:闡述動(dòng)機(jī)強(qiáng)化論,即內(nèi)部動(dòng)機(jī)、外部強(qiáng)化和二者之間的相互關(guān)系,然后把這一理論應(yīng)用于俄語學(xué)習(xí)者情感態(tài)度的培養(yǎng)方面; 第五部分:闡述發(fā)現(xiàn)學(xué)習(xí)理論,并應(yīng)用發(fā)現(xiàn)學(xué)習(xí)論來解決俄語學(xué)習(xí)中學(xué)習(xí)策略的形成問題。
[Abstract]:With the development of cognitive science and the deepening of language research, foreign language teaching is gradually built on a more scientific basis. Bruner's learning theory is one of the representative theories in cognitive learning theory. This theory involves not only the acquisition, maintenance and application of knowledge, but also learning motivation, interest and emotion cultivation. It is of great significance to analyze Bruner's cognitive learning theory and to use Bruner's learning theory to guide and explore the method of Russian learning. In Russian learning, learners should not only master knowledge, but also develop their abilities in the process of mastering knowledge. Therefore, it is necessary to make learners master the basic structure of Russian knowledge in Russian teaching, and to improve their ability to solve problems by discovering the way of learning. At the same time, the cultivation of emotional attitude of Russian learners should not be ignored in the process. This paper attempts to explore the formation and development of Russian cognitive learning process and the construction of Russian knowledge system by analyzing Bruner's learning theory and connecting the theory with Russian learning. The development of Russian learners' affective attitude and the final formation of Russian learning strategies are aimed at improving Russian learners' practical ability to use Russian. Based on Bruner's main ideas of learning theory, this paper hopes to provide some valuable reference for Russian learners. The full text includes five parts: the first part: expound Bruner's main viewpoints of learning theory, the social background and the theoretical origin of Bruner's learning theory; The second part expounds the theory of the stage of children's intelligence development, and links it with the cognitive process of Russian learning, and then probes into the formation and development of the cognitive process in Russian learning. The third part: expound Bruner's theory of knowledge structure, and combine this theory with Russian learning, and discuss its guiding role in the acquisition of Russian knowledge, the transfer of Russian knowledge and the evaluation of Russian knowledge. The fourth part expounds the theory of motivation reinforcement, that is, internal motivation, external reinforcement and the relationship between them, and then applies the theory to the cultivation of Russian learners' affective attitude. The fifth part: the theory of discovery learning is expounded, and the theory of discovery learning is applied to solve the problem of learning strategy formation in Russian learning.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：H35

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 賀莉;俄語學(xué)習(xí)策略的實(shí)證研究[D];東北師范大學(xué);2011年

相關(guān)碩士學(xué)位論文 前3條

1 彭昀;布魯納學(xué)習(xí)理論研究及其對(duì)英語教學(xué)的啟示[D];長(zhǎng)春工業(yè)大學(xué);2010年

2 陳永裕;高初中地理教學(xué)銜接問題研究[D];云南師范大學(xué);2009年

3 楊芳;基于發(fā)展學(xué)生自主動(dòng)手能力的學(xué)具開發(fā)[D];天津師范大學(xué);2012年

，

本文編號(hào)：2309155