摘要 5-6 ABSTRACT 6 Chapter I Introduction 9-12 1.1 Background 9-10 1.2 Significance of the Study 10 1.3 Research Map 10-11 1.4 Outline 11-12 Chapter II Literature Review 12-24 2.1 Definition 12-13 2.2 Related Conceptions 13-14 2.3 Dimensions 14-15 2.4 Analysis of the Learning Environment Elements 15-16 2.5 Types of Learning Environment 16 2.6 Correlation Studies of Learning Environment 16-22 2.6.1 Researches on Psychological Perception 16-21 2.6.2 Research on Learning Environment under the Condition of Information Technology 21-22 2.7 A Brief Summary 22-24 Chapter III Empirical Study of College Russian Learning Environment 24-32 3.1 Research Purpose 24 3.2 Research Methods 24 3.3 Research Tools 24-25 3.4 Research Object and Sample Selection 25-26 3.5 Statistical Data Processing and Result Analysis 26-32 3.5.1 Extracurricular Learning Situation 26-27 3.5.2 Analysis of Students’ Perceived Learning Environment 27-32 Chapter IV Results and Discussion 32-40 4.1 The Quantitative Results and Discussion 32 4.2 Qualitative Results and Discussion 32-35 4.2.1 Classmates Relationship and the Degree of Cooperation 32-33 4.2.2 Teachers’ Innovation and Leadership 33 4.2.3 Class Involvement and Interests 33-34 4.2.4 Learning Responsibility and Extracurricular Learning 34-35 4.3 Problems Reflected by Quantitative and Qualitative Researches 35-40 4.3.1 Main Problems of Institutional Environment 35-36 4.3.2 Main Problems of Human Environment 36-37 4.3.3 Main Problems of Material Environment: 37-40 Chapter V Strategies for the Construction of College Russian Learning Environment 40-46 5.1 Construction of the Institutional Environment 40-41 5.1.1 National Macro-policy 40-41 5.1.2 Integration & Optimization on School Level 41 5.2 Construction of the Human Environment 41-42 5.2.1 Optimization of Subject Background 41-42 5.2.2 Cultivation of Transformation Consciousness 42 5.3 Construction of Material Environment 42-46 5.3.1 Construction of Hardwares and Softwares 42-44 5.3.2 Construction of Learning Resources 44-46 Chapter VI Conclusion 46-48 6.1 Main Findings 46 6.2 Implications 46-47 6.2.1 Pedagogical Implications 46-47 6.2.2 Implications for Further Research 47 6.3 Limitations 47-48 References 48-51 Appendix 51-56 Appendix I 51-54 Appendix II 54-56 Acknowledgements 56-57 Author’s Notes 57 |
