| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，俄语毕业论文，下载原文正常，内容请直接查看目录。） 2003年国度教导部公布的《通俗高中俄语课程尺度（试验）》中指出“战略是指先生为了有用地进修俄语和运用俄语而设计和采用的调理步调与行为。‘进修战略’是一项主要的教授教养义务。应使先生构成战略认识，进修运用战略的技能，学会因时、因事调剂战略，在理论中赓续完美，构成合适本身的战略，俄语论文范文，加强进修的目标性，进步进修效力和自立选择力，为毕生进修发明前提。”这就请求教员在停止俄语教授教养的同时，还要教授先生俄语进修战略，并包管先生可以有用地运用俄语进修战略，为先生的毕生进修奠基基本。但在理论中我们也发明，先生在进修战略练习和构成进程中会遭到诸多身分的作用，有社会和黉舍的缘由，有先生缘由，也有先生和家长的缘由。这些身分可以分为两类，一类是智力身分，另外一类长短智力身分。而本论文则选择了非智力身分中的三个身分停止实证研究，即俄语进修念头、进修意志力和进修习气，研究它们与俄语进修战略的相干性。以往对非智力身分的实证研究重要集中在进修念头与进修成就的相干性研究方面。最近几年来研究者们才开端存眷作用进修战略的非智力身分，如念头、兴致、性情、认知作风、情感情绪等等。本论文在实际研究的基本上，做出了试验假定，即试验假定1俄语进修念头、进修意志力和进修习气与俄语进修战略呈正相干。试验假定2俄语进修念头、进修意志力和进修习气和进修战略与俄语进修成就呈正相干。并依据试验假订了查询拜访问卷和访谈提纲。笔者拔取了黑龙江省宾县三中高一年级两个俄语教授教养班作为本次实证研究的研究对象。在本次试验中，将进修念头、进修意志力、进修习气作为自变量，进修战略、进修成就作为因变量。在数据统计剖析方面，我们运用SPSS11。5和EXCEL2003软件对数据停止整顿剖析。另外，还辅以访谈作为本次研究剖析时的参考根据。经由过程对所得数据的整顿和深刻剖析，本次实证研究得出结论试验假定1成立。试验假定2不成立。尔后，笔者依据查询拜访所得的数据及对数据停止的剖析，提出了造就俄语进修念头、进修意志力和进修习气的教授教养建议。 Abstract: In 2003, the national Ministry of Education announced that "the strategy is to refer to the design and use of the strategy in order to use the language and the behavior of the design and use of the. "Learning strategy" is a major teaching obligation. Should make Mr. constitute a strategic understanding and learning strategy application skills, learn Chrono, because adjust strategy, continuously perfect in theory, constitutes a suitable strategy, strengthen the learning goals, choose their own force and improve the learning effect, for lifelong learning invention premise. " This requests the teacher to stop the Russian teaching at the same time, but also Professor of Russian learning strategies, and to ensure that students can be useful in the application of Russian learning strategy, for mr.. But in theory, we also found that, in the course of learning strategies and training will be affected by many factors, there are social and school reasons, there are reasons for mr.. These factors can be divided into two categories, one is the intellectual capacity, and the other is the length and length of the intellectual capacity. In this thesis, we choose the three factors of non intellectual factors, namely, the study of Russian learning thoughts, learning willpower and learning habits. Previous empirical studies on non intellectual factors are important in the study of the coherence of learning ideas and learning achievement. In recent years researchers have only started to pay attention to the influence of non intellectual factors of learning strategies, such as thoughts, interest, personality, cognitive style, emotional and so on. In the actual research, this paper has made a test hypothesis, that is, the test assumes that 1 Russian learning ideas, learning will power and learning habits and Russian learning strategies are positively related. Test assumes that 2 Russian learning ideas, learning will power and learning habits and learning strategies and Russian learning achievements are positively related. And according to the hypothesis of the experiment, the questionnaire and interview outline are made. The author select a high grade in Binxian County, Heilongjiang Province third two Russian teaching class as the research object of this empirical research. In this experiment, the learning idea, learning will power, learning habits as the independent variables, learning strategies, learning achievements as a result of variables. In the statistical analysis of data, we apply SPSS11. 5 and EXCEL2003 software for data analysis. In addition, supplemented by interviews as a reference for the analysis of this study. Through the process of the reorganization of the data and profound analysis, this empirical study concluded that the trial was set up 1. Test assumption 2 does not hold. Later, the author based on the data and the query to stop the analysis of the data, put forward to bring up the idea of learning Russian, learning will power and learning habits of teaching suggestions. 目录: |
