摘要
随着政治、经济国际化的不断推进和发展,社会对于教育的要求随之发生着变化。对于外语教育来说,同样发生着巨大的变化。为了适应这种变化,在2000年,我国开始了新一论的教育改革。教育部制订了新的《日语课程标准》,在“新课标”的内容标准中,新提出了“情感态度”标准。“情感态度”标准,与“语言知识”、“语言技能”、“文化素养”和“学习策略”并列于内容标准中,可见此次教育改革,对于“培养兴趣”“激发动机”之类的“情感态度”的重视程度。
地球上的所有生物,无论什么行为或活动,都是有一定的动机的。所以,对于动机的研究,一直都是心理学领域的重要课题。在日语教学过程中,对于动机的研究也逐渐地成为热门课题。可以说,为了使日语教学活动、学习活动,达到预期的目标和得到好的效果,对于“情感态度”方面的研究势在必行。
本文主要通过对长春高中生的调查,进行高中阶段的日语学习动机的研究。到高中去进行问卷调查,收集关于高中生日语学习动机的数据,再通过对比分析法,对数据进行分析,总结高中生的日语学习动机。
论文主要由三部分构成:第一章,介绍关于动机理论的研究。介绍了动机的定义、分类以及组织心理学、行为主义心理学和认知心理学三大心理学领域,对于动机的相关研究;第二章,学习动机与日语学习。介绍了学习动机的概念,并说明了日语学习中的动机的特点,以及在日语学习中动机的重要性;第三章,以高中生为研究对象,日语学习动机的现状。此章中,先就日本国际交流基金对于外国人学习日语的目的调查进行分析,然后分析在问卷调查得到的数据结果,并将两个调查对比分析,探讨高中生日语学习动机与国际交流基金得到的“中国人学习日语的目的”的差异。最后在结论部分,总结了高中生认知内驱力、自我提高内驱力和附属内驱力的特点,从教师的角度,提出激发、提高学生日语学习动机的建议,并提出了今后的研究方向。
Following the politics and economic advancing and developing ceaselessly, the request of the education from the society is changing. Also, there is a big change for the foreign language education. In order to fit this change, our country start a new educational innovation in 2000. The ministry of education constitutes new“Japanese Class Standard”. In this new standard, it gives a new standard of emotional attitude. according to“emotional attitude standard”is listed with the“knowledge of language”,“skills of language”,“diathesis of civilization”and“tactic of learning”together, it seems that the new educational innovation has high regard for the“emotional attitude”this time, which include the“cultivate interest”and“excitateding motivation”.
No matter what’s kinds of behavior and action, it should have a certain motivation for all kinds of biology. So, the research of the motivation is a very important subject in the field of the psychology. In the process of the Japanese education, it is also becoming a popular subject gently. So, it could say that the research of emotional attitude is inevitable, that is in order to make the Japanese educational action and learning action achieve their objectives and get the good results.
This dissertation shows a research of the Japanese learning motivation in senior middle school, which base on the investigation of the senior middle school in Changchun City. First, collect the data of the Japanese learning motivation of the senior middle school students by using the questionnaire. And then, analyze these data by the method of comparative Analysis and summarize the result of the Japanese learning motivation for senior middle school students.
This dissertation has three chapters. The first chapter is Introduction of the Research about the Motivation Theory. It introduces the define and sort of the motivation, and three fields of the psychology, which are organizational psychology, behavior psychology and cognitive psychology. The second chapter is Learning Motivation and Japanese Study. It introduces concept of the learning motivation, and the characteristic point and essentiality of the motivation in Japanese studying. The third chapter is Actuality of the Japanese Learning Motivation for Senior Middle School Student. In this chapter, it analyzes the investigate of the foreigner’s Japanese learning motivation, which is taken by the Japan International Communion Foundation. Then analyze the data of the questionnaire investigate and compare the data of these two investigate in order to discuss the difference between the motivation of the senior middle school student’s Japanese learning and intention of Chinese Japanese learning which is given by the Japan International Communion Foundation. In the final conclusion, it summarizes the characteristic point of the Cognitive Inner Drive, Self-enhancement Inner Drive and Subsidiary Inner Drive of the senior middle school student and make the suggestion for and excitateding and improving the motivation of the Japanese learning of the senior middle school student from the teacher’s angle and also suggest the direction of the future research.
引文
[1] 細川英雄.ことばと文化を結ぶ日本語教育[M].凡人社,2002
[2] 海保博之,柏崎秀子.日本語教育のための心理学[M].新曜社,2002
[3] 缝部義憲.日本語教育学入門[M].瀝々社,2001
[4] 高見澤孟.はじめての日本語教育·2日本語教授法入門[M].アスク,1996
[5] N.ブルックス(著),納谷友一,青木昭六(訳注).言語と言語学習:理論と実際[M].大修館書店,1972、7
[6] 上田博人.日本語学と言語教育[M].東京大学出版会,2002
[7] ベーカー.C(1996)(著),岡秀夫（編訳).バイリンガル教育と第二言語習得[M]. 大修館書店,1996、4
[8] 納谷友一.外国語教学の指導技術[M].大修館書店,1972
[9] テゥイリガー(著),牧野高吉(訳).言語の意味と心理[M].明治図書出版株式会社,1972、10
[10]吉田正昭,祐宗省三.心理学3動機づけ?情緒[M].有斐閣,1976
[11]金城辰夫,斉賀久敬.心理学2学習?思考[M].有斐閣,1978
[12] 細川英雄.日本語教育は何をめざすか[M].明石書店,2002
[13]遠藤織枝.概説日本語教育[M].三修社,2000
[14]市川伸一.学習と教育の心理学[M].岩波書店,2004
[15]藤木和貴夫,木村健治.言語文化学概論[M].大阪大学出版会,1997
[16]広岡亮蔵.学習論――認知の形式[M].明治図書出版株式会社,1978
[17]中内敏夫.教材と教具の理論[M]. 有斐閣ブックス,1978
[18]佐野正文,水落一朗,鈴木龍一.異文化理解のストラテジー[M]. 大修館書店,1995
[19]田中望.日本語教育の方法[M]. 大修館書店,1995
[20]山本雅代.日本のバイリンガル教育[M].明石書店,2000
[21]縫部義憲.多文化共生時代の日本語教育[M]. 瀝々社,2002
[22]エレン?ビアリストク,ケンジ?ハクタ(著);重野純(訳).外国語はなぜなかなか身につかないか[M]. 新曜社,2004
[23]角山剛,小西啓史,三星宗雄,渡辺浪二.基礎から学ぶ心理学[M].ブレー出版株式会社,2003
[24]鹿取廣人,杉本敏夫.心理学[M].東京大学出版会,2004
[25]中島義明.現代心理学[理論]事典[M].朝倉書店,2002
[26]上里一郎.心理学基礎事典[M].至文堂,2002
[27]国際交流基金.海外の日本語教育の現状[M].国際交流基金、2003 中中中中 文文文书书籍:
[28]张正东.外语教育学[M].北京:科学出版社,1997
[29]张国扬,朱亚夫.外语教育语言学[M].南宁:广西教育出版社,1996
[30]左焕琪.外语教育展望[M].上海:华东师范大学出版社,2002
[31]王立非.现代外语教学论[M].上海:上海教育出版社,2000
[32]王琪.日语学习心理与策略[M].哈尔滨:哈尔滨工业大学出版社,2005
[33]吕良环.外语课程与教学论[M].杭州:浙江教育出版社,2003
[34]贾冠杰.马寅初.姜宁.中学英语教学心理研究[M].长沙:湖南师范大学出版社,1999
[35]沈德立.非智力因素与人才培养[M].北京:教育科学出版社,1992
[36]燕国材.智力因素与学习[M].北京:教育科学出版社,2002
[37]李兴业.非智力因素与创造力的培养[M].长沙:湖北教育出版社,2002
[38]施良方.课程理论[M].北京:教育科学出版社,1996
[39]R?赖丁.S?雷纳(著),庞维国(译)认知风格与学习策略[M].上海:华东师范大学出版社,2003
[40]路海东.教育心理学[M].长春:东北师范大学出版社,2002
[41]陈旭远.课程与教学论[M].长春:东北师范大学出版社,2002
[42]谢德民.论学习北京:人民出版社,1992
[43]莫雷.张卫.学习心理研究[M]广州:广东人民出版社,2005