| 本文旨在对作用课程满足度的身分停止分类剖析，并测验考试说明各个身分对先生进修发生的详细作用。详细研究的目标以下：第一，说明进步年夜学汉语课程满足度身分。第二，经由过程文献研究，剖析本文所论述的各个身分和课程满足度之间的详细关系。第三，为教员供给加倍公道的教授教养办法，为先生供给加倍有用的进修办法。为此，笔者以首尔地域几所年夜学进修汉语的先生为对象停止了一系列的问卷查询拜访，并得出以下结论：第一，课程价值对课程满足度发生积极的作用；第二，教员存在感对课程满足度发生积极的作用；第三，教室反应对课程满足度发生积极的作用；第四，韩语论文范文，协作进修对课程满足度发生的作用不甚显著；第五，时光治理战略对课程满足度发生积极的作用。综上所述，在假想的作用课程满足度的五个身分（课程价值、教员存在感、教室反应、协作进修、时光治理）中，除协作进修以外，韩语论文网站，课程价值、教员存在感、教室反应、时光治理战略都对课程满足度发生必定的作用。笔者愿望经由过程此次研究，为年夜家供给研究教授教养办法和进修战略的新视角。 Abstract: This paper aims to influence the curriculum satisfaction status classification analysis, and try to explain each of the effects of identity with Mr. learning. With the purpose of the study as follows: first, illustrate the progress of University Chinese course satisfaction status. Second, through literature research, this paper discusses the analysis of various identity and satisfaction with the relationship between curriculum. Third, the teaching methods for teachers to offer more reasonable, for the supply of useful learning methods double mr.. For this, the author to Seoul area several years university to study Chinese, as the object stopped a series of questionnaire survey, and draw the following conclusions: first, curriculum value of course meet has a positive impact; second, teachers are of course meet has positive influence; third, classroom response of course meet has a positive impact; fourth, cooperative learning courses to meet the degree of influence is not very significant; the fifth, time management strategy of course meet has a positive impact. In summary, in the hypothetical effects of course meet the degree of five factors (value of courses, teachers there, classroom response, collaborative learning, time management), in addition to the cooperative learning outside, curriculum value, teacher exist, classroom response, time management strategy of degree of satisfaction of course has the certain influence. I hope through this research, a new perspective for the study of teaching methods and training supply strategy. 目录: 中文摘要 8-9 ABSTRACT 9 第一章 绪论 10-15 1.1 选题意义与目的 10-11 1.2 相关探讨成果综述 11-13 1.3 探讨范围和探讨措施 13 1.4 探讨的基本框架 13-15 第二章 理论基础 15-23 2.1 课程满意度 15 2.2 成果目标理论 15-16 2.3 TARGET理论 16-18 2.4 课程价值 18-19 2.5 教师存在感 19 2.6 反馈 19-20 2.6.1 课程干预反馈 19-20 2.6.2 自我参与反馈 20 2.7 合作学习 20-21 2.8 时间管理策略 21-23 第三章 理论设定假设及本人的探讨模型 23-28 3.1 课程价值与课程满意度之间的关系 23-24 3.2 教师存在感与课程满意度之间的关系 24-25 3.3 反馈和课程满意度之间的关系 25-26 3.4 共同学习与课程满意度之间的关系 26 3.5 时间管理策略与课程满意度之间的关系 26-27 3.6 其他因素与课程满意度之间的关系 27-28 第四章 探讨措施和假说验证 28-42 4.1 变量操作与问卷结构 28-30 4.1.1 五个因素的调查测量角度 28-29 4.1.2 课程满意度略论 29-30 4.2 标本构成 30 4.3 测定项目 30-33 4.3.1 测定项目的评价 30-31 4.3.2 要因略论和信赖略论 31-33 4.4 探讨假说的证明 33-35 4.5 汉语课满意度略论 35-42 4.5.1 按要因考察各大学的课程满意度 36-38 4.5.2 各大学的课程满意度 38-42 第五章 结论 42-48 5.1 总结及启示 42-44 5.2 存在的主要问题 44-45 5.3 问题产生的原因及解决办法 45-47 5.4 探讨的局限性以及未来的探讨计划 47-48 注释 48-51 参考文献 51-54 附录 54-63 调查问卷1 54-58 调查问卷1 58-61 访谈提纲 61-63 致谢 63 |
