Research On The Improvement Of Master’s Research Literacy Of Teaching Chinese To Speakers Of Other Languages

Research literacy is an organic whole that includes professional knowledge,practical ability,and research potential.Improving the research literacy of Master of Teaching Chinese to Speakers of Other Languages(MTCSOL)has important practical value and long-term significance for improving the quality of talent cultivation,enhancing the connotation of professional construction,and improving the overall level of international Chinese education reserve teachers.This thesis takes the research literacy of MTCSOL as the research object,and constructs a theoretical model of the evaluation indexes and their influencing factors of the research literacy of MTCSOL on the basis of literature analysis,and verifies and improves the theoretical model through a combination of questionnaire survey and in-depth interview.With the help of statistical analysis and textual analysis tools,the current situation of research literacy of MTCSOL was examined in terms of overall performance,internal differences and subjective perceptions:the overall performance of research literacy of MTCSOL is average,the research attitude is relatively positive,but there is still some room for improvement in knowledge,ability,expertise,and research techniques.The differences within this group are mainly influenced by individual social or professional experience and grade level of study.The multiple regression model of research literacy of MTCSOL was obtained through data analysis.Combined with in-depth interviews with 17 masters of MTCSOL,this thesis explores the main cultivation elements of research literacy of MTCSOL.The results show that the research literacy of MTCSOL is influenced by various aspects from individual students,mentors,peers,environment,media,research experiences,and students’ backgrounds.Based on the results of data analysis and textual analysis,this thesis concludes that in the process of forming research literacy of MTCSOL,individual personality traits,research interests,research goals and plans,self-efficacy and sense of achievement,effort,and value expectations are at the core and are important internal factors in the formation of research literacy;undergraduate major,grade level of study,and social or professional experiences are important contextual factors that distinguish the research literacy of MTCSOL;the research guidance of mentors and the cooperation and support of peers play the role of promotion and facilitation;the media is an important way to obtain research information;the environment provides resources and creates an atmosphere for MTCSOL,and the market demand is the social background of MTCSOL employment;in addition,the formation of MTCSOL research literacy cannot be separated from the research experience of capital accumulation.Therefore,the model of factors influencing the research literacy of MTCSOL,with the individual as the core,mentors and peers as the help,media as the channel,environment as the support,and experience as the accumulation,has been formed.However,the development of research literacy still suffers from the lack of research awareness among students,scientific guidance from mentors and policy support from institutions.Based on the problems of the research literacy of MTCSOL,this thesis proposes three suggestions for optimization from the perspectives of individual students,mentors,and training institutions:strengthening students’ research awareness;enhancing mentors’ own research and research guidance enthusiasm,and providing good research guidance and professional development conditions for MTCSOL;improving the degree program and curriculum system,strengthening the research policy incentives,and creating a good research atmosphere to actively build a research platform for MTCSOL.