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首页> 外文期刊>Accounting Education: An International Journal >Conceptions of Learning and Approaches to Learning—A Phenomenographic Study of a Group of Overseas Accounting Students from Sri Lanka
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Conceptions of Learning and Approaches to Learning—A Phenomenographic Study of a Group of Overseas Accounting Students from Sri Lanka

机译：学习的概念和学习的方法-一群来自斯里兰卡的海外会计学生的现象学研究

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摘要

This study explores conceptions of learning (SCL) and approaches to learning (SAL) of a group of Sri Lankan students studying accounting in an Australian university. The focus is on how cultural background and home country learning experiences shape SCL and SAL of these students. This research is based on the phenomenographic method, and semi-structured interviews are used for data collection. The results indicate that the interviewed students have lower-order conceptions of learning, and show characteristics of surface learning. Although the social approval motive was dominant in these students, it was not manifested in an achieving approach. Students in this study embrace the pedagogical tradition of the West, and engage in deep learning when they are exposed to research or practice-based assessments. Remnants from years of secondary education and aspects of a collectivist culture play a vital part in the ways in which these students perceive and approach learning. In addition, preconceptions of accounting as a vocation and a discipline strongly embedded in practice, drive learning conceptions and learning approaches.View full textDownload full textKeywordsAccounting students, culture, phenomenonography, Sri Lanka, approaches to learning, student conceptions of learningRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09639284.2010.502651
机译：这项研究探讨了一群在澳大利亚大学学习会计的斯里兰卡学生的学习概念（SCL）和学习方法（SAL）。重点是文化背景和母国学习经历如何影响这些学生的SCL和SAL。这项研究基于现象学方法，并且使用半结构化访谈进行数据收集。结果表明，受访学生的学习观念较低，并且表现出表面学习的特征。尽管社会认同动机在这些学生中占主导地位，但并没有在成就感中得到体现。本研究的学生接受西方的教学传统，在接受研究或基于实践的评估时会进行深度学习。来自多年中学教育和集体主义文化的残迹在这些学生感知和接近学习的方式中起着至关重要的作用。此外，会计学作为一种职业和一门扎根于实践中的学科的先入之见，推动了学习观念和学习方法。查看全文下载全文关键字会计学生，文化，现象学，斯里兰卡，学习方法，学生的学习观念相关的var addthis_config = { ui_cobrand：“ Taylor＆Francis Online”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/09639284.2010.502651

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