本文關鍵詞：中學生英語學習態(tài)度與情感教育研究　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 魚窩頭中學 英語 學習態(tài)度 焦慮情緒 情感教育

【摘要】：英語在社會、經濟、文化等各個領域的凸顯其重要性。但傳統(tǒng)應試教育思維和教育方式,使中學英語教育存在明顯不足和危害,在很多學生身上顯示出日趨嚴重的英語學習心理問題,成為英語教學水平提高的重要障礙,已引起廣泛關注。而本人作為廣州市魚窩頭中學的一名中學英語教師,在教學實踐中深刻感受到英語學習態(tài)度和焦慮情緒對教學的影響。因此,本論文介紹了中學生英語學習心理問題的基本情況,總結自我決定理論與目標內容效應的理論含義及對英語教學實踐的指導意義,調查分析中學生英語學習態(tài)度、焦慮情緒及學習水平之間的相關關聯(lián),解析情感教育方式對幫助學生端正學習態(tài)度的作用。魚窩頭中學處于工礦企業(yè)的包圍中,社會經濟環(huán)境正經歷著前所未有的發(fā)展,帶來的不僅是當地居民收入的快速增長,同時引入的各種思潮沖擊著人們的教育觀和學習觀。英語學習態(tài)度和出現(xiàn)的心理問題必然受到這種社會環(huán)境和觀念的影響。經濟發(fā)展有利于從教育資源上改善英語的教學設施和師資隊伍,但作為外部目標的學習動力在這些特型農村中學生身上體現(xiàn)不足,他們從英語學習中獲得的幸福感和滿足感不夠。因此,有必要從根本上了解學生英語學習態(tài)度,并予以心理干擾,使提高英語學習水平成為成為其自主動機,使英語學習的內部目標效應符合基本心理需求的心理機制。調查問卷研究發(fā)現(xiàn),影響魚窩頭中學學生英語英語學習態(tài)度最重要影響因子是學習情感。學習情感是厭煩、擔心、焦慮、害怕、緊張等負面情緒和消極學習態(tài)度的根源所在。英語學習態(tài)度存在顯著的性別差異,女生的學習態(tài)度顯著好過男生,而作為學習水平衡量標準的考試成績與學習態(tài)度呈現(xiàn)明顯正相關,學習態(tài)度較好的學生考試成績也較高,女生優(yōu)于男生。中學生英語學習焦慮情緒主要由課堂發(fā)言、自信感、不安感、學習態(tài)度、輕松感、口語交流、恐懼感構成。具體體現(xiàn)為在課堂上公開發(fā)言和回答老師問題緊張與不自信、對考試成績的擔憂。這種焦慮情緒無顯著性別差異,但與成績排名顯著正相關,即成績較好的學生更加焦慮,壓力更大。情感教育使更多學生成為內部定向個體,愉悅地進行英語學習以滿足基本心理需求,他們主動選擇學習英語,更易體驗到英語學習的成就感,積極的學習態(tài)度更持久,焦慮水平更低。情感教育被實施于教學實踐中,并逐漸顯示出對中學生英語學習態(tài)度和焦慮情緒的改善效果。
[Abstract]:English plays an important role in social, economic, cultural and other fields. However, the traditional examination-oriented thinking and educational methods make the English education in middle schools obviously inadequate and harmful. In many students, the increasingly serious psychological problems in English learning have become an important obstacle to the improvement of English teaching level. As a middle school English teacher of Yuwotou Middle School in Guangzhou, I feel the influence of English learning attitude and anxiety on teaching in teaching practice. This thesis introduces the basic situation of middle school students' English learning psychological problems, summarizes the theoretical meaning of self-determination theory and the effect of goal content and its guiding significance to English teaching practice. The investigation analyzes the correlation among English learning attitude, anxiety and learning level of middle school students, and analyzes the role of affective education in helping students correct their learning attitude. Yuwotou Middle School is surrounded by industrial and mining enterprises. The social and economic environment is experiencing unprecedented development, which brings not only the rapid growth of local residents' income. At the same time, all kinds of ideological trends have impacted on people's outlook on education and learning. English learning attitude and psychological problems are bound to be influenced by this social environment and concept. Economic development is conducive to the improvement of English in terms of educational resources. Language teaching facilities and teaching staff. However, the motivation of learning as an external goal is not enough in these special rural middle school students, and their sense of happiness and satisfaction from English learning is not enough. It is necessary to understand students' English learning attitude fundamentally and to interfere with their psychology so that improving their English learning level becomes their autonomous motivation. The internal goal effect of English learning is in line with the psychological mechanism of basic psychological needs. The most important factor affecting students' English learning attitude in Yuwotou Middle School is learning emotion. Learning emotion is boredom, worry, anxiety and fear. There are significant gender differences in English learning attitudes, and girls' learning attitudes are significantly better than boys'. As a measure of learning level, the test scores are positively correlated with their learning attitude, and the students with better learning attitude have higher test scores. Female students are superior to boys. Middle school students' English learning anxiety is mainly made up of classroom speaking, self-confidence, uneasiness, learning attitude, relaxation and oral communication. Fear composition. Specifically reflected in public speaking in the classroom and answering teachers' questions tense and unconfident worry about test results. This anxiety has no significant gender difference but significantly positively related to the ranking of results. Affective education makes more students become self-oriented individuals, learning English pleasantly to meet their basic psychological needs, and they choose to learn English actively. It is easier to experience the sense of achievement in English learning, positive learning attitude is more lasting, anxiety level is lower. Emotional education is carried out in teaching practice. And gradually showed the improvement of English learning attitude and anxiety of middle school students.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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