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澳洲大学中文背影学生学习方法之比较研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

李适编著
出版社：沈阳：辽宁大学出版社
ISBN：7561060186
出版时间：2010
标注页数：348页
文件大小：16MB
文件页数：358页
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图书目录

Chapter 1　Introduction1

1.1 My reflective journey1

1.2 Introduction3

1.3　Background leading to this study3

1.4　Aims and objectives of this study9

1.5　Research questions10

1.6　Research methodology11

1.6.1 Method15

1.6.2 Data collection and analysis23

1.7 Ethical lssues25

1.8 The significance of this study28

1.9 Limitations of this study31

1.10 The structure of the book33

1.11 Conclusion36

Chapter 2 Literature Review38

2.1 Introduction38

2.2 Background leading to literature review39

2.3 Approaches to learning41

2.4 Approaches to learning of Chinese background students47

2.5 National identities of Chinese background students56

2.6 Conclusion57

Chapter 3 National Background59

3.1 Introduction59

3.2 Social-political and economical Backgrounds61

3.2.1 Of mainland Chinese students61

3.2.2 Of Hong Kong Chinese students63

3.2.3 Of Chinese Singaporean students65

3.2.4 Of Chinese Malaysian students67

3.3 Educational background70

3.3.1 Of mainland Chinese students70

3.3.2 Of Chinese Hong Kong students74

3.3.3 Of Chinese Singaporean students76

3.3.4 Of Chinese Malaysian students77

3 4 The Chinese culture79

3.5 Discussion86

Chapter 4 Methodology91

4.1 Introduction91

4.1.1 Background91

4.1.2 Research aims and objectives92

4.2 Research Design93

4.3 Quantitative research97

4.3.1 Questionnaire98

4.3.2 Participants104

4.3.3 Questionnaire data collection105

4.3.4 Measure and procedures106

4.4 Qualitative research107

4.4.1 Interview and constructivist grounded theory108

4.4.2 Critical analysis of Australian Government documentation120

Chapter 5 Quantitative Analysis122

5.1 Introduction122

5.2 Quantitative research objectives122

5.3 Data processing procedure124

5.4 Data analysis127

5.4.1 The backgrounds of participants127

5.4.2 Comparing means of DVs with Ⅳ of Chinese background students129

5.4.2.1 Analysis of Learning Strategies130

5.4.2.1.1 Analysis of Memorisation Strategies130

5.4.2.1.2 Analysis of Elaboration Strategies136

5.4.2.1.3 Analysis of Organisation Strategies137

5.4.2.1.4 Analysis of Affective Strategies138

5.4.2.1.5 Analysis of Control Strategies144

5.4.2.2 Analysis of Motivation150

5.4.2.2.1 Analysis of Instrumental Motivation150

5.4.2.2.2 Analysis of Interest in Reading156

5.4.2.2.3 Analysis of Effort and Persistence in Learning158

5.4.2.3 Analysis of Self-related Beliefs163

5.4.2.3.1 Self-efficacy163

5.4.2.3.2 Academic Self-concept167

5.4.2.4 Learning Preferences172

5.4.2.4.1 Preference for Co-operative Learning172

5.4.2.4.2 Preference for Competitive Learning179

5.4.2.5 Approaches to learning185

5.4.3 Comparing means of DV with other Ⅳ191

5.4.3.1 Gender192

5.4.3.2 Academic faculty194

5.4.3.3 Length of stay in Australia(up to now)196

5.4.3.4 Undergraduate or postgraduate198

5.4.3.5 English ability200

5.5 General reflection201

5.5.1 Approaches to learning202

5.5.2 Other factors208

5.6 Conclusion209

Chapter 6 Thematic Analysis of Qualitative Data212

6.1 Introduction212

6.2 Qualitative research objectives213

6.3 Framework of qualitative research213

6.4 The interview process216

6.5 Analysis of qualitative data outcomes221

6.5.1 Approaches to learning222

6.5.2 Linguistic,educational and social influences241

6.5.3 National identities253

6.6 Conclusion265

Chapter 7 National Identities in Australian Government Documentation268

7.1 Introduction268

7 2 Background269

7.3 General characterisation of financial proof for overseas student visa applicants271

7.4 Theoretical framework281

7.5 Data analysis282

7.6 Responses from Chinese background students concerned288

7.7 Discussion and conclusion289

Chapter 8 Conclusion292

8.1 Introduction292

8.2 Conclusion about each research question293

8.2.1 Findings in relation to approaches to learning295

8.2.2 Findings in relation to linguistic,educational and sacial factors298

8.2.3 Findings in relation to national identities298

8.2.4 Findings in relation to the misconception of rote-learners300

8.3 New knowledge and implication for practice300

8.3.1 New knowledge to research300

8.3.2 Implications for practice302

8.4 Limitations and future research305

References308

Appendix 1:the Questionnaire of Approaches to Learning331

Appendix 2:Key relevant Literature Reviewed on Culture,Identity,Approaches to Learning,and Learning Processes of Chinese Background Students Is Categorized Below for Reader-Friendly Purposes339