奥苏贝尔学习理论思想在俄语学习中的应用分析

【作者】 高扬；

【导师】 高凤兰；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 进入21世纪,科学技术日新月异,人类已进入了知识经济时代,由于国际政治的多极化、社会生活的信息化和经济活动的全球化,使外语在世界各个国家和民族之间的频繁交往中发挥着越来越重要的作用,学习和掌握一门外语已是21世纪公民的基本素质之一。随着素质教育理念的提出和社会对外语人才质量的需求,越来越多的人在关注外语课堂教学和学习等问题。人们从不同角度,依据不同理论对外语教学与学习进行了不同层面的研究。本文研究的奥苏贝尔学习理论思想对俄语课堂教学内容和方式有重大的指导意义,他的学习理论和教学思想以“认知结构同化论”为基础,在此基础上系统阐述有意义学习理论指导下的课堂教学模式,即在课堂教学中,倡导有意义的接受学习方式。本文在对奥苏贝尔学习理论进行认真分析的基础上,把他的学习理论应用到俄语学习中来,目的是进一步提高俄语学习的效率,使俄语学习过程更优化。全文共分五章:第一章:介绍奥苏贝尔主要理论思想,概括奥苏贝尔理论思想产生的社会背景和理论渊源,简要阐述其理论。第二章:首先阐述奥苏贝尔的“认知结构同化”论,然后与其他相关理论进行比较分析,对比他们之间的异同之处,最后结合俄语知识的迁移进行具体论述。第三章:阐述有意义学习理论,分析有意义学习的实质、条件和类型,阐述有意义学习、机械学习、接受学习和发现学习之间的关系。在此基础上,结合俄语知识的认知学习,论述代表性学习、概念性学习和命题性学习在俄语学习中的实际应用。第四章:奥苏贝尔依据多位学者的成就动机理论,提出了自己的三种学习内驱力学说,他认为学习者的学习行为是在这三种驱动力影响下维持的。本章运用三种内驱力学说结合俄语学习者的情感培养,分析三种内部驱动力在学习者学习过程中的积极作用。第五章:奥苏贝尔依据认知结构变量提出了“组织者”教学模式。本文在分析“组织者”教学模式的基础上,推演出学习策略,并运用到俄语阅读中。更多还原

【Abstract】 In the 21st century, science and technology are developing each day, and mankind has entered the era of knowledge economy. Due to the multi-polarization of international politics, the informationization of social life and the globalization of economic activities, foreign languages play an increasingly important role in the frequent contacts between different nations and peoples in the world, and learning and mastering a foreign language has become one of the basic qualities of citizens in the 21st century. By putting forward the concept of quality education and demanding for well qualified people who can speak foreign languages, more and more people are concerned about issues like foreign language teaching and learning and so on. Based on different theories, people have studied foreign language teaching and learning on different levels from various angles. The Ausubel learning theory studied in this paper is of great guiding significance for the contents and methods of Russian classroom teaching. His learning theory and teaching ideas is based on“assimilation of cognitive structure”theory and it explores systematically the classroom teaching model under the guidance of his theory, i.e. promoting meaningfully acceptable learning way in classroom teaching. Based on the careful analysis of Ausubel learning theory, this paper applies his theory in Russian learning, with the purpose to further improve the efficiency of Russian learning and optimize its process. The full text is divided into five chapters: Chapter 1 introduces the main theories of Ausubel. This chapter first generalizes the social background and theoretical origins of Ausubel’s theories, and then briefly explains his theory.Chapter 2 explores Ausubel’s“cognitive structure assimilation”theory and compares it with other relevant theories to show the similarities and differences between them, and gives specific analysis in conjunction with the learning transfer of Russian knowledge.Chapter 3 explains the meaningful learning theory, analyzes the essence, conditions and types of meaningful learning, and explores the relationship between the meaningful learning, mechanical learning, acceptance learning and finding learning. On this basis, this chapter discusses the application of representative learning, conceptual learning and revolutionary learning in Russian learning, in combination with the cognitive learning of Russian knowledge. Chapter 4 first discusses the three learning intrinsic driving forces theory that is advanced by Ausubel based on others’achievement motivation theories, who thinks that the learning behaviors of the learners are maintained under the influence of the three internal driving forces. Then this chapter adopts the three internal driving forces theory to analyze their active effects on the learners’learning process, combined with the emotional fostering of Russian learners.Chapter 5 first discusses the“organizers”teaching mode advanced by Ausubel according to the variables of cognitive structure. Based on this, the author deduces teaching strategies and applies them in Russian reading.更多还原