本文選題：蒙古大學(xué)生　切入點(diǎn)：漢語(yǔ)學(xué)習(xí)　出處：《山東大學(xué)》2017年碩士論文

【摘要】：近年來(lái),隨著中國(guó)經(jīng)濟(jì)的發(fā)展,國(guó)際地位的提升,以及中國(guó)文化本身的魅力,世界各地有越來(lái)越多的人開(kāi)始學(xué)習(xí)漢語(yǔ)。學(xué)習(xí)漢語(yǔ)已經(jīng)成為當(dāng)今的一大潮流,在蒙古也不例外。蒙古的各類(lèi)民眾,尤其是蒙古大學(xué)生學(xué)習(xí)漢語(yǔ)的人數(shù)已經(jīng)形成一定的規(guī)模。那么,蒙古大學(xué)生對(duì)于自己學(xué)習(xí)漢語(yǔ)的過(guò)程了解嗎?他們認(rèn)識(shí)和控制自己漢語(yǔ)學(xué)習(xí)過(guò)程的能力和水平怎么樣?探討蒙古大學(xué)生漢語(yǔ)學(xué)習(xí)元認(rèn)知的問(wèn)題是具有理論價(jià)值和實(shí)踐意義的,它對(duì)于了解蒙古大學(xué)生學(xué)習(xí)漢語(yǔ)的特點(diǎn)和規(guī)律,提高蒙古大學(xué)生自主學(xué)習(xí)的意識(shí)和能力都有所幫助。本論文通過(guò)調(diào)查統(tǒng)計(jì)的方法描述蒙古大學(xué)生學(xué)習(xí)漢語(yǔ)的元認(rèn)知情況,并分析他們學(xué)習(xí)漢語(yǔ)元認(rèn)知在性別、學(xué)習(xí)性質(zhì)、是否在目的語(yǔ)國(guó)家、漢語(yǔ)水平、喜歡漢語(yǔ)的程度等因素上的差異,此外還通過(guò)訪談法比較優(yōu)秀學(xué)習(xí)者和學(xué)習(xí)不良者漢語(yǔ)學(xué)習(xí)元認(rèn)知的差異。本論文總共五章組成。第一章為緒論,主要介紹選題意義、中蒙關(guān)于元認(rèn)知問(wèn)題的研究綜述、研究問(wèn)題和研究方法。第二章主要描述蒙古大學(xué)生漢語(yǔ)學(xué)習(xí)元認(rèn)知的調(diào)查統(tǒng)計(jì)結(jié)果,分析蒙古大學(xué)生漢語(yǔ)學(xué)習(xí)元認(rèn)知在元認(rèn)知知識(shí)、元認(rèn)知體驗(yàn)和元認(rèn)知監(jiān)控三個(gè)維度上的基本情況,并探討個(gè)體因素對(duì)學(xué)習(xí)者元認(rèn)知的影響。研究結(jié)果顯示,從總體來(lái)看,蒙古學(xué)生漢語(yǔ)學(xué)習(xí)過(guò)程中三個(gè)維度的元認(rèn)知能力相當(dāng),都處于較好的水平。元認(rèn)知知識(shí)方面,蒙古大學(xué)生對(duì)于某個(gè)漢語(yǔ)學(xué)習(xí)任務(wù)的目的和性質(zhì)有很好的了解,對(duì)自己學(xué)習(xí)能力方面的了解也比較清楚,相對(duì)而言,關(guān)于學(xué)習(xí)策略的知識(shí)水平較差。元認(rèn)知體驗(yàn)方面,蒙古大學(xué)生信心程度均值最高,其次是興趣程度和滿(mǎn)意程度,相對(duì)較低的是堅(jiān)持程度。元認(rèn)知監(jiān)控方面,蒙古大學(xué)生對(duì)漢語(yǔ)學(xué)習(xí)中的計(jì)劃能力比較好,調(diào)整能力和評(píng)價(jià)能力稍低。從差異來(lái)看,不同性別、學(xué)歷、學(xué)習(xí)國(guó)家、漢語(yǔ)水平、喜歡漢語(yǔ)的程度的蒙古大學(xué)生的漢語(yǔ)學(xué)習(xí)元認(rèn)知水平有所不同。以上個(gè)體差異是影響學(xué)習(xí)者元認(rèn)知能力和水平的若干因素。第三章是利用訪談法,對(duì)比優(yōu)秀學(xué)習(xí)者和學(xué)習(xí)不良者的漢語(yǔ)學(xué)習(xí)元認(rèn)知的差異。我們發(fā)現(xiàn)優(yōu)秀學(xué)習(xí)者有著更明確的學(xué)習(xí)目標(biāo),并且有詳細(xì)的學(xué)習(xí)計(jì)劃,對(duì)自己的漢語(yǔ)學(xué)習(xí)更為自信;而學(xué)習(xí)不良者對(duì)自己的學(xué)習(xí)任務(wù)比較清楚,但學(xué)習(xí)目標(biāo)與計(jì)劃不清晰,學(xué)習(xí)滿(mǎn)意度較低。第四章是關(guān)于提高蒙古大學(xué)生漢語(yǔ)元認(rèn)知的幾點(diǎn)建議。第五章總結(jié)本文的主要內(nèi)容。本論文希望能夠?qū)γ晒艥h語(yǔ)學(xué)習(xí)者提高漢語(yǔ)學(xué)習(xí)元認(rèn)知能力及推進(jìn)相關(guān)研究有所幫助。
[Abstract]:In recent years, with the development of China's economy, the promotion of international status and the charm of Chinese culture itself, more and more people around the world have begun to learn Chinese. Learning Chinese has become a major trend today. Mongolia is no exception. All kinds of people in Mongolia, especially the number of Mongolian college students to learn Chinese has formed a certain scale. What is their ability and level of knowing and controlling their Chinese learning process? It is of theoretical and practical significance to explore the metacognition of Mongolian college students' Chinese learning. It is of great significance to understand the characteristics and rules of Mongolian college students' learning Chinese. This paper describes the metacognition of Mongolian college students' learning Chinese by means of investigation and statistics, and analyzes the gender and nature of metacognition in learning Chinese. Whether there are differences in the target language countries, the level of Chinese, the degree of liking for Chinese, In addition, the differences of metacognition in Chinese learning between excellent learners and those with learning disabilities are compared through interviews. The first chapter is an introduction, which mainly introduces the significance of the topic and the research on metacognition between China and Mongolia. The second chapter mainly describes the survey results of Mongolian college students' Chinese learning metacognition, and analyzes the metacognitive knowledge of Mongolian college students' Chinese learning metacognition. The basic situation of the three dimensions of metacognitive experience and metacognitive monitoring is discussed, and the influence of individual factors on learners' metacognition is discussed. The results show that the metacognitive ability of Mongolian students in the process of learning Chinese is equal to that of Mongolian students. In terms of metacognitive knowledge, Mongolian college students have a good understanding of the purpose and nature of a certain Chinese learning task, as well as a relatively clear understanding of their own learning ability. The level of knowledge of learning strategies is poor. In the aspect of metacognitive experience, Mongolian college students have the highest level of confidence, followed by the degree of interest and satisfaction, and the relatively low degree of adherence. Mongolian college students have better planning ability in Chinese learning, lower adjustment ability and evaluation ability. According to the differences, different gender, educational background, learning country, Chinese level, The Chinese metacognition level of Mongolian college students who like Chinese is different. The above individual differences are some factors that influence the learners' metacognitive ability and level. Comparing the differences of metacognition between excellent learners and those with learning disabilities, we find that excellent learners have more definite learning goals and detailed learning plans, and are more confident in their own Chinese learning. However, people with learning disabilities have a better understanding of their learning tasks, but their learning goals and plans are not clear. The fourth chapter is some suggestions on how to improve Mongolian college students' Chinese metacognition. Chapter five summarizes the main contents of this paper. This thesis hopes to improve the learning metacognitive ability of Mongolian ancient Chinese learners. The research on force and propulsion is helpful.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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