拉萨市高中生汉语自主学习能力研究

发布时间：2018-07-16 13:47

【摘要】：信息化社会对学生的要求越来越高,一个人要想在社会上站稳脚步,适应社会,走向成功,必须具备一定的沟通、探究、合作与学习能力。学习方面,“终身教育”、“终身学习”已经成为21世纪获取成功的关键。实现“终身学习”的基础就是培养个体的自主学习能力。如果个体没有自主学习能力,实现“终身学习”就无从谈起。目前,有关语文自主学习的研究大多集中在内地大中城市、农村地区,缺乏对边疆地区少数民族语文自主学习的研究,尤其是关于西藏地区的研究。本研究立足于拉萨市,在深入调查拉萨市高中生汉语自主学习现状与存在的问题的基础上,提出切实可行的建议。这些建议不仅能为教师培养和提高学生自主学习能力提供方法;同时,希望能为西藏自治区教育部门深化教学改革方式,提高学生的学业成就提供理论参考资料;最后,学生自主学习能力的提高,可以促进学生的终身可持续发展。人力资源的充分发挥,对西藏自治区乃至全国的发展都具有重大意义。本研究立足于自主学习理论(操作主义理论、言语的自我指导理论、人本主义理论、认知建构论、社会认知理论)与实践研究。研究对象选定为拉萨中学、拉萨江苏实验中学、拉萨外语学校的学生和教师。研究所指的语文范围为汉语。研究所用问卷1主要参考四川师范大学刘先强教授指导编制的《高中生语文学习现状的调查问卷》;问卷2引用了北京师范大学的博士生单志艳所编制的《中学生自主学习问卷》(孟庆茂教授指导)。这两份问卷让拉萨市477名高中生同时作答,之后又对拉萨市高中汉语教师进行访谈,共同探讨拉萨市高中生汉语学习现状以及自主学习方面存在的问题。本研究主要分为5个部分:第一章绪论;第二章文献综述;第三章拉萨市高中生汉语自主学习能力的现状调查与分析;第四章培养及提高拉萨市高中生汉语自主学习能力的对策;第五章总体讨论。通过调查主要发现:(1)拉萨市高中生对汉语学习很感兴趣,但感兴趣不代表学生们会重视。(2)拉萨市高中生自主学习均值在性别上不存在显著差异。(3)拉萨中学学生自主学习均值低于拉萨江苏实验中学、拉萨外语学校的学生。(4)拉萨市高中生中的藏族学生在自主学习各维度的均值显著或极其显著高于汉族学生。(5)拉萨市高中生自主学习均值在年级上不存在差异。
[Abstract]:The requirement of information society for students is getting higher and higher. If a person wants to stand firm in society, adapt to the society and move towards success, he must have the ability of communication, inquiry, cooperation and learning. In terms of learning, lifelong education and lifelong learning have become the key to success in the 21st century. The foundation of realizing lifelong learning is to cultivate individual's ability of autonomous learning. If an individual does not have the ability to learn independently, there is no way to realize lifelong learning. At present, most of the researches on autonomous learning of Chinese are concentrated in large and medium-sized cities and rural areas in the mainland, and lack of research on autonomous learning of minority languages in frontier areas, especially in Tibet. This study is based on Lhasa City, on the basis of in-depth investigation of Lhasa senior high school students' Chinese autonomous learning status and existing problems, put forward practical suggestions. These suggestions can not only provide methods for teachers to cultivate and improve students' autonomous learning ability, but also provide theoretical references for the education departments in Tibet Autonomous region to deepen teaching reform and improve students' academic achievements. Finally, The improvement of students' autonomous learning ability can promote students' sustainable development for life. The full development of human resources is of great significance to the development of the Tibet Autonomous region and even the whole country. This study is based on the theory of autonomous learning (operativism theory, speech self-guidance theory, humanism theory, cognitive constructivism, social cognitive theory) and practical research. The subjects were students and teachers of Lhasa Middle School, Jiangsu Experimental Middle School and Lhasa Foreign language School. The language scope of the study is Chinese. Questionnaire 1 was compiled by Professor Liu Xianqiang of Sichuan normal University as a reference to the questionnaire on the current situation of Senior High School students' Chinese Learning; questionnaire 2 quoted from Dan Zhiyan, a doctoral student of Beijing normal University, a questionnaire written by Shan Zhiyan, a doctoral student in Beijing normal University. Independent Learning questionnaire. (directed by Professor Meng Qingmao). These two questionnaires were answered by 477 senior high school students in Lhasa city at the same time, and then interviewed the Chinese teachers of Lhasa senior high school, and discussed the present situation of Chinese learning and the problems of autonomous learning in Lhasa senior high school students. This research is mainly divided into five parts: the first chapter is an introduction; the second chapter is a literature review; the third chapter is the investigation and analysis of Lhasa senior high school students' Chinese autonomous learning ability; The fourth chapter is about how to cultivate and improve Lhasa senior high school students' Chinese autonomous learning ability. The main findings are as follows: (1) Senior high school students in Lhasa are very interested in learning Chinese. However, interest does not mean that students will pay attention to it. (2) there is no significant gender difference in the mean value of autonomous learning in Lhasa high school students. (3) the average value of autonomous learning of Lhasa middle school students is lower than that of Jiangsu Experimental Middle School in Lhasa. Lhasa foreign language school students. (4) Tibetan students in Lhasa high school students had significant or extremely significant differences in the dimensions of autonomous learning than Han students. (5) there was no difference in the grade of Lhasa high school students.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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