高教学刊2026，Vol.12Issue(14)：15-20,6.DOI:10.19980/j.CN23-1593/G4.2026.14.004
认知归因理论下俄罗斯历史课程教学逆向模式研究
摘要
Abstract
The research,centred on cognitive attribution and reverse design theory,constructs a second-order teaching model of"outcome-oriented multidimensional attribution".Through teaching practice involving 138 undergraduate students across six classes over two academic years,empirical research was conducted using methods including questionnaire surveys,performance comparisons,and classroom observations.Findings indicate that this model effectively disrupts the traditional narrative logic of Russian history courses,characterised by a linear timeline and accumulation of events.Students demonstrated significant improvements in their comprehension of the intrinsic logic of historical events,Russian-language document reading speed,critical thinking abilities,and intrinsic motivation.This provides a practical pathway for reforming Russian history teaching in higher education institutions and holds considerable reference value for cultivating"Russian language plus"interdisciplinary talents.关键词
认知归因论/逆向设计论/俄罗斯历史课程/教学重构/问卷调查Key words
cognitive attribution theory/reverse design theory/Russian history curriculum/teaching reconstruction/questionnaire survey分类
社会科学引用本文复制引用
李明达..认知归因理论下俄罗斯历史课程教学逆向模式研究[J].高教学刊,2026,12(14):15-20,6.基金项目
2022年重庆市高等教育教学改革研究项目"认知归因理论下俄罗斯历史课程教学模式的重构"(223250)阶段性成果 （223250）
