非智力因素对俄语学习策略影响的实证研究
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摘要
2003年国家教育部颁布的《普通高中俄语课程标准(实验)》中指出:“策略是指学生为了有效地学习俄语和使用俄语而设计和采取的调节步骤与行动。‘学习策略'是一项重要的教学任务。应使学生形成策略意识,学习运用策略的技巧,学会因时、因事调整策略,在实践中不断完善,形成适合自己的策略,增强学习的目的性,提高学习效率和自主选择力,为终身学习创造条件。”这就要求教师在进行俄语教学的同时,还要传授学生俄语学习策略,并保证学生可以有效地运用俄语学习策略,为学生的终生学习奠定基础。
但在实践中我们也发现,学生在学习策略训练和形成过程中会受到诸多因素的影响,有社会和学校的原因,有老师原因,也有学生和家长的原因。这些因素可以分为两类,一类是智力因素,另一类是非智力因素。而本论文则选择了非智力因素中的三个因素进行实证研究,即俄语学习动机、学习意志力和学习习惯,研究它们与俄语学习策略的相关性。
以往对非智力因素的实证研究主要集中在学习动机与学习成绩的相关性研究方面。近年来研究者们才开始关注影响学习策略的非智力因素,如动机、兴趣、性格、认知风格、情绪情感等等。本论文在理论研究的基础上,做出了实验假设,即:
实验假设1:俄语学习动机、学习意志力和学习习惯与俄语学习策略呈正相关。
实验假设2:俄语学习动机、学习意志力和学习习惯以及学习策略与俄语学习成绩呈正相关。
并根据实验假设制定了调查问卷和访谈提纲。
笔者选取了黑龙江省宾县三中高一年级两个俄语教学班作为本次实证研究的研究对象。在本次实验中,将学习动机、学习意志力、学习习惯作为自变量,学习策略、学习成绩作为因变量。在数据统计分析方面,我们运用SPSS11.5和EXCEL2003软件对数据进行整理分析。此外,还辅以访谈作为本次研究分析时的参考依据。通过对所得数据的整理和深入分析,本次实证研究得出结论:实验假设1成立。实验假设2不成立。
此后,笔者根据调查所得的数据及对数据进行的分析,提出了培养俄语学习动机、学习意志力和学习习惯的教学建议。
It is pointed out in the General High School Russian Standards (Experimental) promulgated by the National Ministry of Education in 2003 that "the strategy refers to the adjusting step and action designed and taken by the students to effectively learn and use Russian. The 'learning strategy' is an important teaching task. The students shall have the strategic awareness, learn the skill of using the strategy, learn to adjust the strategy according to the different cases in the different time, continuously perfect it in practice, establish their own strategies, strengthen the purpose of learning, improve the learning efficiency and independent choosing force and create the conditions for the lifelong learning." Therefore, it requires that the teachers shall teach the students the strategy of learning Russian, assure that the students can effectively use the Russian learning strategy and lay a foundation for the students' lifelong learning while carrying out the Russian teaching.
However, we also find in practice that the students are influenced by many factors in the process of training and establishment of the learning strategy, including the reasons of society and schools, teachers' reasons and students' and students' parents' reasons. These factors can be divided into two types. One type includes the intelligent factors and the other includes the unintelligent factors. The empirical study of the three factors in the unintelligent factors, that is, Russian learning motive, learning willpower and learning habit is made in the paper and their relevance with the Russian learning strategy is studied.
The previous empirical study of the unintelligent factors is mainly centralized on the relevance of the learning motive with the learning achievements. In recent years, the researchers have begun to pay attention to the unintelligent factors of influencing the learning strategy such as motive, interests, personality, style of cognition and emotion, etc. Based on the theoretical study, the experimental hypotheses are made in the paper:
Experimental hypothesis 1: The Russian learning motive, learning willpower and learning habit are in the positive relevance with the Russian learning strategy.
Experimental hypothesis 2: The Russian learning motive, learning willpower and learning strategy are in the positive relevance with the Russian learning achievements.
Based on the above, the questionnaire is made. The author chooses two Russian teaching classes of Grade 1 of 3rd Senior High School of Bin County of Heilongjiang Province as the research objects of the empirical study. In the experiment, the learning motive, learning willpower and learning habit are taken as the independent variables and the learning strategy and learning achievements are taken as the dependent variables. In the aspect of data statistics, we use the SPSS11.5 and EXCEL2003 software to carry out analysis of the data. In addition, the interviews are taken for the criteria for reference in the study and analysis. With the deep-going analysis of the data obtained, the conclusion is made in the empirical study, that is, the experimental hypothesis 1 exists and the experimental hypothesis 2 does not exist.
And then, the author presents the suggestions on teaching of cultivating the Russian learning motive, learning willpower and learning habit according to the data from investigation and their analysis.
但在实践中我们也发现,学生在学习策略训练和形成过程中会受到诸多因素的影响,有社会和学校的原因,有老师原因,也有学生和家长的原因。这些因素可以分为两类,一类是智力因素,另一类是非智力因素。而本论文则选择了非智力因素中的三个因素进行实证研究,即俄语学习动机、学习意志力和学习习惯,研究它们与俄语学习策略的相关性。
以往对非智力因素的实证研究主要集中在学习动机与学习成绩的相关性研究方面。近年来研究者们才开始关注影响学习策略的非智力因素,如动机、兴趣、性格、认知风格、情绪情感等等。本论文在理论研究的基础上,做出了实验假设,即:
实验假设1:俄语学习动机、学习意志力和学习习惯与俄语学习策略呈正相关。
实验假设2:俄语学习动机、学习意志力和学习习惯以及学习策略与俄语学习成绩呈正相关。
并根据实验假设制定了调查问卷和访谈提纲。
笔者选取了黑龙江省宾县三中高一年级两个俄语教学班作为本次实证研究的研究对象。在本次实验中,将学习动机、学习意志力、学习习惯作为自变量,学习策略、学习成绩作为因变量。在数据统计分析方面,我们运用SPSS11.5和EXCEL2003软件对数据进行整理分析。此外,还辅以访谈作为本次研究分析时的参考依据。通过对所得数据的整理和深入分析,本次实证研究得出结论:实验假设1成立。实验假设2不成立。
此后,笔者根据调查所得的数据及对数据进行的分析,提出了培养俄语学习动机、学习意志力和学习习惯的教学建议。
It is pointed out in the General High School Russian Standards (Experimental) promulgated by the National Ministry of Education in 2003 that "the strategy refers to the adjusting step and action designed and taken by the students to effectively learn and use Russian. The 'learning strategy' is an important teaching task. The students shall have the strategic awareness, learn the skill of using the strategy, learn to adjust the strategy according to the different cases in the different time, continuously perfect it in practice, establish their own strategies, strengthen the purpose of learning, improve the learning efficiency and independent choosing force and create the conditions for the lifelong learning." Therefore, it requires that the teachers shall teach the students the strategy of learning Russian, assure that the students can effectively use the Russian learning strategy and lay a foundation for the students' lifelong learning while carrying out the Russian teaching.
However, we also find in practice that the students are influenced by many factors in the process of training and establishment of the learning strategy, including the reasons of society and schools, teachers' reasons and students' and students' parents' reasons. These factors can be divided into two types. One type includes the intelligent factors and the other includes the unintelligent factors. The empirical study of the three factors in the unintelligent factors, that is, Russian learning motive, learning willpower and learning habit is made in the paper and their relevance with the Russian learning strategy is studied.
The previous empirical study of the unintelligent factors is mainly centralized on the relevance of the learning motive with the learning achievements. In recent years, the researchers have begun to pay attention to the unintelligent factors of influencing the learning strategy such as motive, interests, personality, style of cognition and emotion, etc. Based on the theoretical study, the experimental hypotheses are made in the paper:
Experimental hypothesis 1: The Russian learning motive, learning willpower and learning habit are in the positive relevance with the Russian learning strategy.
Experimental hypothesis 2: The Russian learning motive, learning willpower and learning strategy are in the positive relevance with the Russian learning achievements.
Based on the above, the questionnaire is made. The author chooses two Russian teaching classes of Grade 1 of 3rd Senior High School of Bin County of Heilongjiang Province as the research objects of the empirical study. In the experiment, the learning motive, learning willpower and learning habit are taken as the independent variables and the learning strategy and learning achievements are taken as the dependent variables. In the aspect of data statistics, we use the SPSS11.5 and EXCEL2003 software to carry out analysis of the data. In addition, the interviews are taken for the criteria for reference in the study and analysis. With the deep-going analysis of the data obtained, the conclusion is made in the empirical study, that is, the experimental hypothesis 1 exists and the experimental hypothesis 2 does not exist.
And then, the author presents the suggestions on teaching of cultivating the Russian learning motive, learning willpower and learning habit according to the data from investigation and their analysis.
引文
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