缅甸华裔留学生学业困难分析
发布时间：2019-02-17 21:01
【摘要】：本文以韦纳的归因效果理论为理论依据，采用文献研究法、问卷调查法等，探讨了缅甸华裔留学生学业困难归因的特点，以期在教学实践中总结更多行之有效的能激发缅甸华裔留学生学习动机以及提高学习效率的方法。 本文共分为五部分。在引论部分，主要介绍了国内外关于归因理论的研究现状及主要观点。其中，重点介绍了现在备受人们关注的韦纳的归因理论。 在第一章，主要对归因问卷调查结果进行了统计和分析。为了了解缅甸华裔留学生在汉语学习过程中遭遇学业困难时的归因特点，本文利用韦纳的归因理论设计了一份问卷，对云南师范大学华文学院以及云南大学的共86名缅甸华裔留学生进行了问卷调查。 在第二章，主要是根据问卷结果分析了缅甸华裔留学生学业困难归因特点，并从学习动机、学习策略和自我效能感等方面对学困生和非学困生的归因特点进行了比较和分析。同时，在第二章还指出教师行为会对学生的归因倾向造成影响。 在第三章，主要是根据前面的统计结果及分析，从归因理论的角度，针对对外汉语教学提出了一些建议。本文认为，教师可结合日常教学工作，针对不同学生的归因倾向进行引导和训练，从而促使其形成积极的归因倾向，以及帮助他们取得更高的学业成就。 在结论部分，主要是对全文主要内容进行了总结。 总的来说，，本文通过归因问卷调查，对缅甸华裔留学生学业困难归因特点进行了实证研究，旨在寻找产生这些归因倾向的原因，并尝试摸索恰当的方法，对遭遇学业困难的留学生进行归因训练，以促使他们逐渐形成积极的归因方式。
[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.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
[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.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
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