认知归因理论下俄罗斯历史课程教学逆向模式研究

打开文本图片集

DOI:10.19980/j.CN23-1593/G4.2026.14.004

中图分类号：G642

文献标志码：A

文章编号:2096-000X(2026)14-0015-06

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.

Keywords: cognitive attribution theory; reverse design theory; Russian history curriculum; teaching reconstruction; questionnaire survey

2019 年以来作为我国新时代全面战略协作伙伴的俄罗斯,其历史发展脉络和民族文化特征对中俄各方面合作产生着深远影响。（剩余8300字）