發(fā)布時(shí)間：2019-02-17 21:01

【摘要】：本文以韋納的歸因效果理論為理論依據(jù)，采用文獻(xiàn)研究法、問卷調(diào)查法等，探討了緬甸華裔留學(xué)生學(xué)業(yè)困難歸因的特點(diǎn)，以期在教學(xué)實(shí)踐中總結(jié)更多行之有效的能激發(fā)緬甸華裔留學(xué)生學(xué)習(xí)動(dòng)機(jī)以及提高學(xué)習(xí)效率的方法。 本文共分為五部分。在引論部分，主要介紹了國內(nèi)外關(guān)于歸因理論的研究現(xiàn)狀及主要觀點(diǎn)。其中，重點(diǎn)介紹了現(xiàn)在備受人們關(guān)注的韋納的歸因理論。 在第一章，主要對(duì)歸因問卷調(diào)查結(jié)果進(jìn)行了統(tǒng)計(jì)和分析。為了了解緬甸華裔留學(xué)生在漢語學(xué)習(xí)過程中遭遇學(xué)業(yè)困難時(shí)的歸因特點(diǎn)，本文利用韋納的歸因理論設(shè)計(jì)了一份問卷，對(duì)云南師范大學(xué)華文學(xué)院以及云南大學(xué)的共86名緬甸華裔留學(xué)生進(jìn)行了問卷調(diào)查。 在第二章，主要是根據(jù)問卷結(jié)果分析了緬甸華裔留學(xué)生學(xué)業(yè)困難歸因特點(diǎn)，并從學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)策略和自我效能感等方面對(duì)學(xué)困生和非學(xué)困生的歸因特點(diǎn)進(jìn)行了比較和分析。同時(shí)，在第二章還指出教師行為會(huì)對(duì)學(xué)生的歸因傾向造成影響。 在第三章，主要是根據(jù)前面的統(tǒng)計(jì)結(jié)果及分析，從歸因理論的角度，針對(duì)對(duì)外漢語教學(xué)提出了一些建議。本文認(rèn)為，教師可結(jié)合日常教學(xué)工作，針對(duì)不同學(xué)生的歸因傾向進(jìn)行引導(dǎo)和訓(xùn)練，從而促使其形成積極的歸因傾向，以及幫助他們?nèi)〉酶叩膶W(xué)業(yè)成就。 在結(jié)論部分，主要是對(duì)全文主要內(nèi)容進(jìn)行了總結(jié)。 總的來說，，本文通過歸因問卷調(diào)查，對(duì)緬甸華裔留學(xué)生學(xué)業(yè)困難歸因特點(diǎn)進(jìn)行了實(shí)證研究，旨在尋找產(chǎn)生這些歸因傾向的原因，并嘗試摸索恰當(dāng)?shù)姆椒�，�?duì)遭遇學(xué)業(yè)困難的留學(xué)生進(jìn)行歸因訓(xùn)練，以促使他們逐漸形成積極的歸因方式。
[Abstract]:Based on Weiner's theory of attribution effect, this paper discusses the characteristics of attribution of academic difficulties of Chinese students in Myanmar by means of literature research and questionnaire survey. In order to sum up more effective methods to stimulate the motivation and improve the learning efficiency of ethnic Chinese students in Myanmar in teaching practice. This paper is divided into five parts. In the introduction part, it mainly introduces the research status and main viewpoints of attribution theory at home and abroad. Among them, it focuses on Weiner's attribution theory, which has attracted much attention. In the first chapter, the result of attribution questionnaire is analyzed. In order to understand the attribution characteristics of Myanmar Chinese students who encounter academic difficulties in the process of learning Chinese, this paper designs a questionnaire based on Weiner's attribution theory. A questionnaire survey was conducted among 86 Chinese students from Yunnan normal University and Yunnan University. In the second chapter, based on the results of the questionnaire, this paper analyzes the attribution characteristics of learning difficulties of Chinese overseas students in Myanmar, and compares and analyzes the attribution characteristics of students with learning difficulties and non-students with learning difficulties from the aspects of learning motivation, learning strategies and self-efficacy. At the same time, the second chapter also points out that teacher behavior will affect the attribution tendency of students. In the third chapter, according to the previous statistical results and analysis, from the perspective of attribution theory, the author puts forward some suggestions for teaching Chinese as a foreign language. This paper holds that teachers can guide and train different students' attributional tendencies in the light of their daily teaching work so as to promote them to form positive attributional tendencies and to help them to achieve higher academic achievements. In the conclusion part, the main contents of the paper are summarized. On the whole, this paper makes an empirical study on the attribution characteristics of Chinese ethnic Myanmar students' academic difficulties by means of attribution questionnaire, in order to find out the causes of these attributional tendencies and try to find out the appropriate methods. Students with academic difficulties are trained to develop a positive attribution style.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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本文編號(hào)：2425582