摘要
本文以甘孜州Y藏文中学为例,探讨了边远藏区少数民族学生的汉语学习动机、学习策略的特点和关系。调查发现,藏区学生的学习动机有言外动机和言内动机,以言外动机为主导,同时也兼有交际性动机和工具性动机。通过对藏区学生、教师、教材、教学法、学习动机与态度、学习方式等因素的综合分析,建立了属于边远藏区少数民族学生的汉语学习动机模型,并基于该动机模型,针对性地提出了一些激发研究对象汉语学习动机的建议。
This paper takes Y Tibetan middle school as an example, discusses the characteristics of Chinese learning motivation and learning strategies of ethnic students in remote Tibetan-inhibited areas as well as the relations between the two. The investigation shows that students＇ motivation can be divided into illocutionary and locutionary ones. The dominant motivation is illocutionary one accompanied by communicative motivation and instrumental motivation. It also makes a comprehensive analysis of the factors including students, teachers, textbooks, teaching methods, learning methods, motivation and strategies and sets up a Chinese learning motivation model of those students. Finally, it offers suggestions on how to stimulate students＇ learning motivation.
出处
《民族教育研究》
CSSCI
北大核心
2014年第3期129-134,共6页
Journal of Research on Education for Ethnic Minorities
基金
全国教育科学规划课题"对外汉语教学与边远藏区少数民族汉语教学的比较研究"(项目编号:BMA090087)的阶段性研究成果
关键词
汉语
学习动机
动机模型
藏族学生
Chinese
learning motivation
motivation model
Tibetan students
