认知归因理论下俄罗斯历史课程教学逆向模式研究OA

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.