Abstract
The autonomous learning of Japanese majors is affected by various factors and the learning effect is generally undesirable. To solve the problem, this paper aims to develop a model for the influencing factors of the autonomous learning of Japanese majors. Firstly, the authors explored the problems and influencing factors of autonomous learning of Japanese majors. On this basis, several suggestions were put forward to solve these problems. Next, gray system theory (GST) and analytical hierarchy process (AHP) were adopted to establish the indicator system and the assessment model for the autonomous learning effect of Japanese majors. The proposed model can effectively assess the effect of autonomous learning among Japanese majors, providing a good reference for the learning of minor language among college students.
Highlights
Autonomous learning is an important manifestation of college students' learning ability
The Japanese major is a minor language major set up by some colleges and universities, it plays an important role in the communication and cooperation between China and Japan, which has made these schools begin to pay attention to the Japanese learning of college students, so that the Japanese major graduates could better adapt to the development requirement of the society after their graduation [4,5,6]
The content of this paper consists of six parts: the first part is an overview of the implementation situations of Japanese major students’ autonomous learning; the second part discusses the characteristics of autonomous learning ability of Japanese majors; the third part analyzes the factors influencing the autonomous learning effect of Japanese majors; the fourth part proposes implementation strategies and paths for cultivating the autonomous learning ability of Japanese majors; the fifth part constructs the indicator system and evaluation model for the autonomous learning of Japanese majors, and analyzes the cultivation effects; the sixth part gives the conclusion
Summary
Autonomous learning is an important manifestation of college students' learning ability. Zhang studied the paths to improve and cultivate college students’ learning interest in Japanese language teaching under the new national framework [11] He took specific schools as examples to discuss the teaching content of Japanese as the second language and its implementation strategies under the new national standards [12]. There are still shortcomings with the systematicness and completeness of the studies on the influencing factors for the autonomous learning ability of Japanese majors, these studies failed to see the problem from the root, and there’s still room for further research in terms of influencing factors, strategy implementation, evaluation system, and evaluation model, etc To this end, based on a literature review and by referring to key methods and models in existing research results, this paper attempts to give a systematic discussion on the influencing factors for the autonomous learning ability of Japanese majors, and applies GST and AHP to construct indicator system and evaluation model for the autonomous learning effect of Japanese majors [14,15,16,17,18]. The content of this paper consists of six parts: the first part is an overview of the implementation situations of Japanese major students’ autonomous learning; the second part discusses the characteristics of autonomous learning ability of Japanese majors; the third part analyzes the factors influencing the autonomous learning effect of Japanese majors; the fourth part proposes implementation strategies and paths for cultivating the autonomous learning ability of Japanese majors; the fifth part constructs the indicator system and evaluation model for the autonomous learning of Japanese majors, and analyzes the cultivation effects; the sixth part gives the conclusion
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