本文關(guān)鍵詞：合作學(xué)習(xí)對(duì)農(nóng)村初中生英語(yǔ)課堂焦慮和成績(jī)的影響　出處：《貴州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 合作學(xué)習(xí):英語(yǔ)課堂焦慮 英語(yǔ)成績(jī) 農(nóng)村初中學(xué)生

【摘要】：長(zhǎng)期以來(lái),怎樣提高英語(yǔ)學(xué)習(xí)者的英語(yǔ)成績(jī)這一問題一直備受社會(huì)和英語(yǔ)學(xué)科教師的關(guān)注。眾所周知,英語(yǔ)學(xué)習(xí)的過程不僅會(huì)受到認(rèn)知和文化因素的影響,同時(shí)也會(huì)受到情感因素的影響。一些學(xué)者注意到:在英語(yǔ)課堂中,當(dāng)學(xué)生獨(dú)立完成學(xué)習(xí)任務(wù)時(shí),他們往往會(huì)感到焦慮。而焦慮被許多學(xué)者認(rèn)為是影響學(xué)生英語(yǔ)成績(jī)最重要的情感因素之一。因此研究者們對(duì)合作學(xué)習(xí)是否會(huì)降低語(yǔ)言學(xué)習(xí)者的課堂焦慮進(jìn)行了相關(guān)研究,并一直在嘗試探討學(xué)習(xí)者的焦慮與成績(jī)之間的關(guān)系。然而之前的研究對(duì)象多為高中生和大學(xué)生,關(guān)于農(nóng)村初中生的英語(yǔ)課堂焦慮的相關(guān)研究卻非常少見。本研究旨在探究小組合作學(xué)習(xí)這種教學(xué)策略對(duì)農(nóng)村初中生英語(yǔ)課堂焦慮及英語(yǔ)成績(jī)的影響。本研究以認(rèn)知發(fā)展理論、建構(gòu)主義理論和情感過濾假說(shuō)為理論基礎(chǔ),在河南省一所普通農(nóng)村中學(xué)進(jìn)行了為期10周的實(shí)驗(yàn)研究。研究試圖回答以下研究問題:(1)農(nóng)村初中生的英語(yǔ)課堂焦慮是什么狀況?(2)農(nóng)村初中生的英語(yǔ)課堂焦慮是否和英語(yǔ)成績(jī)有相關(guān)性?(3)合作學(xué)習(xí)的應(yīng)用能否減輕農(nóng)村初中生的英語(yǔ)焦慮程度?(4)合作學(xué)習(xí)的應(yīng)用能否提高農(nóng)村初中生的英語(yǔ)成績(jī)?參加本次實(shí)驗(yàn)的受試為振華學(xué)校九7班和九4班的學(xué)生。這兩個(gè)班2014年第一學(xué)期的期末考試成績(jī)被收集起來(lái)作為前測(cè)成績(jī),通過獨(dú)立樣本t檢驗(yàn)確定兩個(gè)班的英語(yǔ)水平一致。經(jīng)過隨機(jī)分配,九7班被分為實(shí)驗(yàn)班,有42名學(xué)生;九4班被分為控制班,有40名學(xué)生。實(shí)驗(yàn)開始前,先在兩個(gè)班進(jìn)行了關(guān)于英語(yǔ)課堂焦慮的問卷調(diào)查。然后在實(shí)驗(yàn)班和控制班分別采用合作學(xué)習(xí)法和傳統(tǒng)教學(xué)法進(jìn)行英語(yǔ)教學(xué)。教學(xué)實(shí)驗(yàn)歷時(shí)10周,10周后進(jìn)行期中測(cè)試,期中考試的成績(jī)作為后測(cè)成績(jī)。另外,筆者用與前測(cè)問卷相同內(nèi)容的問卷再次對(duì)兩個(gè)班的學(xué)生進(jìn)行英語(yǔ)焦慮狀況的調(diào)查。所有收集到的定量數(shù)據(jù)采用SPSS19.0統(tǒng)計(jì)軟件進(jìn)行分析。本次研究發(fā)現(xiàn):(1)受試學(xué)生中普遍存在英語(yǔ)課堂焦慮現(xiàn)象。受試學(xué)生的最低課堂焦慮指數(shù)為49,遠(yuǎn)高于理論最小值33。而且超過半數(shù)的學(xué)生處于高度焦慮狀態(tài)。(2)受試學(xué)生的英語(yǔ)課堂焦慮與他們的英語(yǔ)成績(jī)之間是一種顯著負(fù)相關(guān)關(guān)系。即學(xué)生的焦慮指數(shù)越高,他們的成績(jī)?cè)降汀?3)實(shí)驗(yàn)班在前測(cè)和后測(cè)中的焦慮平均分分別是106.86和99.67;控制班在前測(cè)和后測(cè)中的焦慮平均分分別是107.98和107.15。前測(cè)時(shí)兩個(gè)班在焦慮水平上沒有差異,但后測(cè)時(shí)兩個(gè)班出現(xiàn)了顯著差異。證明合作學(xué)習(xí)能夠有效地降低學(xué)生的英語(yǔ)課堂焦慮。(4)實(shí)驗(yàn)班在前測(cè)和后測(cè)中的英語(yǔ)成績(jī)平均分分別是57.05和60.90;控制班在前測(cè)和后測(cè)中的英語(yǔ)成績(jī)平均分分別是56.45和58.00。前測(cè)和后測(cè)的結(jié)果表明,兩個(gè)班在英語(yǔ)水平上的差異都沒有達(dá)到顯著性水平,說(shuō)明合作學(xué)習(xí)與比傳統(tǒng)教學(xué)法相比,并不能有效地提高學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)�；趯�(shí)驗(yàn)的主要研究結(jié)果,筆者呼吁英語(yǔ)教師要更加關(guān)注焦慮對(duì)英語(yǔ)學(xué)習(xí)的影響,并提出了一些有關(guān)緩解學(xué)生英語(yǔ)課堂焦慮的具體建議,以期對(duì)農(nóng)村初中英語(yǔ)教學(xué)具有一定的借鑒意義和啟發(fā)作用。
[Abstract]:For a long time, how to improve learners' English achievements this problem has always been the society and English teachers' attention. As everyone knows, the English learning process not only affects the cognitive and cultural factors, but also affected by affective factors. Some scholars have noticed: in English, when students learn independently. The task, they often feel anxiety. The anxiety is regarded by many scholars as one of the most important affective factors affecting students' English achievement. Therefore researchers on cooperative learning will reduce language learners' classroom anxiety are studied, and the relationship between the learners have been trying to study anxiety and achievement. However, before is the object of high school and college students, related research on rural junior high school students' English classroom anxiety are very rare. The purpose of this study is to explore the small For this combination of influence learning teaching strategies of English classroom anxiety and English achievement of rural junior high school students. In this study, cognitive development theory, constructivism theory and the affective filter hypothesis as the theoretical basis, experimental study lasted for 10 weeks in an ordinary rural middle school in Henan province. The study attempts to answer the following research questions: (1) the rural junior high school students' English classroom anxiety is what? (2) of rural junior high school students' English classroom anxiety and English achievement whether there is a correlation? (3) the application of cooperative learning can reduce the rural junior high school students' English Jiao Lvcheng? (4) the application of cooperative learning can improve rural junior high school students to participate in this English? The experimental subjects were nine 7 and nine class Zhenhua school class of 4 students. The final examination scores of the two classes for the first semester of 2014 were collected as pre-test, through independent sample t test to determine the two English level. After random allocation, nine class 7 were divided into the experimental class, with 42 students; nine 4 classes were divided into control group, there were 40 students. Before the start of the experiment, first conducted a survey on English classroom anxiety in two classes. Then in the experimental class and the control class were collected English teaching with cooperative learning method and traditional teaching method. The teaching experiment lasted 10 weeks and 10 weeks after the mid-term test, mid-term exam scores as the post test results. In addition, the author used a questionnaire survey with the same questionnaire again on the two class students' anxiety in English. All the collected quantitative data were analyzed by SPSS19.0 statistical software. This research shows that: (1) the subjects of English classroom anxiety phenomena are common in students. The lowest class anxiety index of subjects was 49, much higher than the theoretical minimum value of 33. and more than half of the students. In a state of high anxiety. (2) between the subjects' English classroom anxiety and their English achievement is a significant negative correlation between students' anxiety. The index is higher, their grades are low. (3) in the pre-test and post test anxiety in the experimental class the average score is 106.86 and 99.67 respectively.; in the pre-test and post test anxiety in the control class the average score was 107.98 and 107.15. two classes in the pretest anxiety level did not differ, but the post test two classes showed significant differences. Prove that cooperative learning can effectively reduce students' English classroom anxiety. (4) the experimental class in English in the pretest and the posttest average score is 57.05 and 60.90 respectively; the control class English scores in the pretest and the posttest average score is respectively 56.45 and 58.00. before and after the test results show that the difference in English level two classes are not significant, the cooperative learning Learning compared with traditional teaching method, and can improve the students' English learning achievement effectively. The main results based on the experimental study, the author calls for the English teachers should pay more attention to the effects of anxiety on English learning, and puts forward some relevant ease the students' English classroom anxiety specific suggestions, in order to have certain reference and inspiration the role of rural junior middle school English teaching.

【學(xué)位授予單位】：貴州師范大學(xué)
【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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本文編號(hào)：1413522