【摘要】：在漢語(yǔ)作為第二語(yǔ)言的教學(xué)中，每一位漢語(yǔ)教師都應(yīng)該充分了解不同學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格，展開(kāi)有針對(duì)性的課堂教學(xué)。學(xué)生們?yōu)榱诉_(dá)到自己最佳的學(xué)習(xí)效果，也有必要了解自己的學(xué)習(xí)風(fēng)格。國(guó)內(nèi)很多高校的漢語(yǔ)留學(xué)生都是來(lái)自不同的國(guó)家，每個(gè)國(guó)家留學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格都是有所差異的，不同的學(xué)習(xí)風(fēng)格與不同文化背景下的民族性格是否有關(guān)系呢？本研究在系統(tǒng)闡述學(xué)習(xí)風(fēng)格和民族性格等相關(guān)理論的基礎(chǔ)上，以在山東師范大學(xué)和濟(jì)南大學(xué)學(xué)習(xí)漢語(yǔ)的54名韓國(guó)留學(xué)生作為調(diào)查對(duì)象，采用問(wèn)卷調(diào)查和課堂觀察的方法對(duì)這些韓國(guó)留學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格進(jìn)行了多維度的調(diào)查研究。從定量和定性?xún)煞N角度進(jìn)行分析研究，，旨在調(diào)查了解韓國(guó)留學(xué)生的漢語(yǔ)學(xué)習(xí)風(fēng)格和韓國(guó)民族性格的相關(guān)性，為漢語(yǔ)教學(xué)和個(gè)性化教學(xué)提供資料。 論文的主體部分由七個(gè)部分組成。第一部分為前言，主要包括選題的目的和意義，以及學(xué)習(xí)風(fēng)格的研究概述。整個(gè)第一部分是對(duì)整篇論文的總結(jié)性概述。第二部分是關(guān)于學(xué)習(xí)風(fēng)格的概述，第三部分是對(duì)民族性格和韓國(guó)民族性格的概述，這兩部分是論文展開(kāi)研究和分析的理論依據(jù)。第四部分是研究的設(shè)計(jì)和實(shí)施，包括調(diào)查問(wèn)卷的制定，確定本次研究的對(duì)象等等。第五部分是對(duì)調(diào)查結(jié)果的分析，根據(jù)得出的調(diào)查結(jié)果，結(jié)合課堂觀察韓國(guó)留學(xué)生漢語(yǔ)學(xué)習(xí)風(fēng)格與民族性格的匯總，探討韓國(guó)留學(xué)生學(xué)習(xí)風(fēng)格和民族性格的相關(guān)性。第六部分主要是根據(jù)韓國(guó)留學(xué)生的總體學(xué)習(xí)風(fēng)格，結(jié)合韓國(guó)民族性格，提出具有針對(duì)性的教學(xué)建議。最后一部分是結(jié)語(yǔ)，總結(jié)本研究并提出一些對(duì)未來(lái)的展望。 研究結(jié)果表明，韓國(guó)留學(xué)生的學(xué)習(xí)風(fēng)格有以下特征：感知類(lèi)學(xué)習(xí)風(fēng)格以聽(tīng)覺(jué)型為主，此類(lèi)學(xué)習(xí)風(fēng)格主要受儒家傳統(tǒng)文化思維的影響；認(rèn)知類(lèi)學(xué)習(xí)風(fēng)格以序列型、沉思型和場(chǎng)依存型為主，主要受韓國(guó)人集體意識(shí)、群體觀念、自尊心較強(qiáng)和傳統(tǒng)思維的影響；個(gè)性學(xué)習(xí)風(fēng)格以外向型為主，主要是韓國(guó)人本身的民族天性決定的；受爭(zhēng)強(qiáng)好勝的民族性格影響，情感學(xué)習(xí)風(fēng)格中的動(dòng)機(jī)因素有明顯傾向。通過(guò)討論，我們得知韓國(guó)留學(xué)生的學(xué)習(xí)風(fēng)格與民族性格有一定的相關(guān)性。因此，從學(xué)生的需要出發(fā)，以個(gè)性化教學(xué)理論為基礎(chǔ)，結(jié)合韓國(guó)人特有的民族性格，我們對(duì)每一類(lèi)型的學(xué)習(xí)風(fēng)格中最典型的學(xué)習(xí)風(fēng)格都提出了幾點(diǎn)教學(xué)對(duì)策和建議。
[Abstract]:In the teaching of Chinese as a second language, every Chinese teacher should fully understand the learning styles of different students and carry out targeted classroom teaching. In order to achieve the best learning effect, students also need to understand their learning style. Many Chinese students in colleges and universities in China are from different countries. The learning styles of Chinese students in each country are different. Are different learning styles related to the national character in different cultural backgrounds? On the basis of systematically expounding the relevant theories of learning style and national character, this study takes 54 Korean students studying Chinese at Shandong normal University and Jinan University as the objects of investigation. The Chinese learning styles of these Korean students were investigated by questionnaire and classroom observation. The purpose of this paper is to investigate the correlation between Korean students' Chinese learning style and Korean national character in order to provide data for Chinese teaching and individualized teaching. The main body of the paper consists of seven parts. The first part is the preface, including the purpose and significance of the topic, as well as an overview of the study of learning style. The first part is a summary of the whole paper. The second part is an overview of learning style, the third part is an overview of national character and Korean national character, these two parts are the theoretical basis for the research and analysis of the thesis. The fourth part is the design and implementation of the study, including the formulation of the questionnaire, determine the object of this study and so on. The fifth part is the analysis of the survey results, according to the results of the survey, combined with classroom observation of Korean students' Chinese learning style and national character collection, to explore the Korean students' learning style and national character correlation. The sixth part is mainly according to the overall learning style of Korean students, combined with the national character of Korea, put forward targeted teaching suggestions. The last part is the conclusion, summing up this research and putting forward some prospects for the future. The results show that the learning style of Korean students has the following characteristics: perceptual learning style is mainly auditory, and this learning style is mainly influenced by Confucian traditional cultural thinking; Cognitive learning styles are mainly sequential, contemplative and field-dependent, mainly influenced by Korean collective consciousness, group concept, strong self-esteem and traditional thinking. The personality learning style is mainly extroverted, mainly determined by the national nature of Korean people; influenced by the competitive national character, the motivational factors in emotional learning style have obvious tendency. Through discussion, we know that the learning style of Korean students has a certain correlation with national character. Therefore, based on the theory of individualized teaching and the unique national character of Korean, we put forward some teaching countermeasures and suggestions for the most typical learning style of each type of learning style.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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