本文關(guān)鍵詞：初中生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)激發(fā)和培養(yǎng)的策略研究　出處：《信陽(yáng)師范學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：學(xué)習(xí)動(dòng)機(jī)對(duì)學(xué)生的英語(yǔ)學(xué)習(xí)起著重要的作用,英語(yǔ)新課程標(biāo)準(zhǔn)也特別強(qiáng)調(diào)要不斷激發(fā)和強(qiáng)化學(xué)生的學(xué)習(xí)興趣,引導(dǎo)學(xué)生將興趣轉(zhuǎn)化為穩(wěn)定的學(xué)習(xí)動(dòng)機(jī),并將學(xué)習(xí)動(dòng)機(jī)作為英語(yǔ)教學(xué)的情感態(tài)度目標(biāo)之一。而當(dāng)前大多數(shù)初中生以中考為主要學(xué)習(xí)目標(biāo),缺乏內(nèi)在的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)。如何有效運(yùn)用教學(xué)策略激發(fā)中學(xué)生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī),是廣大教師面臨的一個(gè)普遍問(wèn)題,也是我想對(duì)學(xué)習(xí)動(dòng)機(jī)進(jìn)行深入探討的目的所在。 目前,我國(guó)在外語(yǔ)學(xué)習(xí)動(dòng)機(jī)策略方面的理論探討取得了一些發(fā)展,但主要是基于國(guó)外二語(yǔ)動(dòng)機(jī)理論的討論與分析,或是源于自身教學(xué)經(jīng)驗(yàn)的反思。而且大多數(shù)局限于對(duì)大學(xué)生、高中生和高職生學(xué)習(xí)動(dòng)機(jī)策略的研究,對(duì)于激發(fā)中學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)策略的研究有限。 本文以強(qiáng)化動(dòng)機(jī)理論、需要層次理論和歸因理論為基礎(chǔ),從動(dòng)機(jī)類型、動(dòng)機(jī)強(qiáng)度、獎(jiǎng)勵(lì)與懲罰、生活情感需要和成敗歸因五個(gè)方面入手,以筆者所執(zhí)教的息縣三中兩個(gè)班(分別作為實(shí)驗(yàn)班和控制班)為調(diào)查對(duì)象,采用問(wèn)卷調(diào)查法和師生訪談法,調(diào)查初中生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀,結(jié)果表明初中生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)存在一些問(wèn)題。針對(duì)這些問(wèn)題,依據(jù)動(dòng)機(jī)理論,筆者通過(guò)在評(píng)價(jià)中強(qiáng)化初中生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)、創(chuàng)建和諧的課堂氣氛、創(chuàng)設(shè)教學(xué)情境激發(fā)學(xué)生學(xué)習(xí)興趣、引導(dǎo)學(xué)生積極歸因和及時(shí)反饋等策略來(lái)激發(fā)和培養(yǎng)初中生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)。在實(shí)際教學(xué)中,筆者對(duì)實(shí)驗(yàn)班采用學(xué)習(xí)動(dòng)機(jī)激發(fā)策略,控制班仍采用傳統(tǒng)的教學(xué)方式—以知識(shí)的講解為主。通過(guò)為期四個(gè)月的教學(xué)實(shí)驗(yàn),筆者對(duì)實(shí)驗(yàn)班和控制班進(jìn)行動(dòng)機(jī)類型和動(dòng)機(jī)強(qiáng)度調(diào)查,發(fā)現(xiàn)實(shí)驗(yàn)班學(xué)生的學(xué)習(xí)動(dòng)機(jī)類型有顯著變化,學(xué)生的內(nèi)在學(xué)習(xí)動(dòng)機(jī)增強(qiáng)了,學(xué)習(xí)動(dòng)機(jī)強(qiáng)度也隨之增加了。最后,筆者通過(guò)分析實(shí)驗(yàn)班和控制班的考試成績(jī),進(jìn)一步驗(yàn)證了實(shí)驗(yàn)班學(xué)生學(xué)習(xí)動(dòng)機(jī)的增強(qiáng)、學(xué)習(xí)動(dòng)機(jī)強(qiáng)度與學(xué)習(xí)效果成顯著正相關(guān)。 基于理論支撐和實(shí)驗(yàn)驗(yàn)證,筆者得出如下結(jié)論：第一、內(nèi)部動(dòng)機(jī)對(duì)初中生英語(yǔ)成績(jī)影響明顯；第二、工具型動(dòng)機(jī)對(duì)初中生英語(yǔ)學(xué)習(xí)確實(shí)具有一定的推動(dòng)力；第三、動(dòng)機(jī)和策略對(duì)學(xué)生的學(xué)習(xí)成績(jī)有較大的影響；第四、英語(yǔ)學(xué)習(xí)成績(jī)和學(xué)習(xí)動(dòng)機(jī)之間呈正相關(guān)。
[Abstract]:On students' learning motivation plays an important role in English learning, English curriculum standards also stressed the need to continue to stimulate and strengthen the students' interest in learning, to guide students into a stable interest in learning motivation, learning motivation and emotional attitude as one of the objectives of English teaching. But most of the current junior high school students as the main learning in senior high school entrance examination the target, the lack of intrinsic motivation in English learning. How to effectively use teaching strategies to stimulate students' English learning motivation, is a common problem faced by the majority of teachers, but also I think of learning motivation in-depth study purpose.
At present, China's strategy of learning motivation theory in foreign language study has made some development, but mainly the discussion and analysis of two foreign language based on the theory of motivation, or reflection from his own teaching experience. But most are limited to college students, learning motivation strategy of graduate students and vocational high school students, to stimulate students study on English learning motivation strategy is limited.
In this paper, to strengthen the motivation theory, hierarchy of needs theory and attribution theory, the motivation types, motivational intensity, reward and punishment, life emotional needs and the attribution of the five aspects, the author teaches the Xixian County third class two (respectively as the experimental class and the control class) as the research object, using the method of questionnaire and interview method, investigation of the current situation of English learning motivation of junior high school students. The results show that the junior high school students' English learning motivation problems. To solve these problems, based on the motivation theory, the author through the strengthening of junior high school students' English learning motivation in the evaluation, to create a harmonious atmosphere in the classroom teaching situation to stimulate students' interest in learning, to guide students to positive attribution timely feedback and strategies to stimulate and cultivate students' English learning motivation. In practical teaching, the author used in the experimental class learning motivation strategy, the control class still mining With the traditional teaching methods in knowledge instruction. The teaching experiment lasted four months, the motivation types and motivation intensity survey of the experimental class and the control class, the experimental class students' learning motivation types have significant changes, enhancing students' intrinsic motivation, learning motivation intensity also increases finally, through the analysis of the experimental class and the control class exam results, further validation of the enhanced experimental class students' learning motivation and motivation intensity was positively correlated with students' learning.
Based on the theoretical support and experimental verification, the author draws the following conclusions: first, the junior high school students' English achievement significantly affect the internal motivation; second, instrumental motivation has a certain impact on English learning of junior middle school students; third, have great influence on students' learning motivation and strategy achievement; Fourth, positive correlation between English learning achievement and learning motivation.

【學(xué)位授予單位】：信陽(yáng)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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