本文關鍵詞： 少數(shù)民族 初中學生 英語學習 問題 對策　出處：《廣西師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：近二十年是我國英語教學穩(wěn)步發(fā)展的時期,諸方面都取得了很大的進展。然而,偏遠少數(shù)民族地區(qū)的英語教學發(fā)展相對滯后,學生的英語學習狀況不甚理想。從已有的研究發(fā)現(xiàn),不少學者、教師已對少數(shù)民族地區(qū)英語教學問題進行了不同角度的探討。然而,此類問題至今仍是研究的熱門課題。受已有研究的啟發(fā),本文在人本主義理論、情感過濾假說等相關理論的指導下,從英語學習認同的角度,以廣西百色地區(qū)的壯、苗、瑤、布依等少數(shù)民族初中生為調查對象,通過調查問卷、學生訪談和教師訪談方式,從影響英語學習的非智力因素中的最主要的學習動機、學習興趣、學習態(tài)度、學習自信心以及學生對英語老師與教學環(huán)境的認同等五個維度來對少數(shù)民族初中生英語學習情況進行調查分析,旨在從不同的維度和視角探討少數(shù)民族學生英語學習問題,‘討論應對策略,為少數(shù)民族地區(qū)英語教師的教學研究與英語教育的發(fā)展提供參考性素材。研究結果顯示：(1)不同年級的少數(shù)民族初中學生對英語學習基本上都是認同的。(2)只有少數(shù)少數(shù)民族初中生對英語持有強烈的學習態(tài)度、學習自信心和學習興趣,擁有正確的英語學習動機,掌握正確的英語學習方法。(3)少數(shù)民族初中學生對英語學習的認同程度、學習自信心和學習態(tài)度、學習動機和學習興趣隨著年級的升高而有所減弱。(4)少數(shù)民族初中生的英語學習與英語教師的英語教學觀念、素質和方法,與英語學習環(huán)境及資金支持等等,都有著密切的關系。針對存在問題,本文根據(jù)影響英語學習的非智力因素中最主要的五個維度從教師、學生、學校、家庭與社會五個方而提出建議：(1)英語教師要認真提高自身的英語素質,優(yōu)化教學方法,并科學地實施情感教育。(2)學生要端正英語學習動機,改變厭惡的消極態(tài)度,提高英語學習的興趣和自信心。(3)學校應進一步關注英語教師專業(yè)發(fā)展,加強專業(yè)培訓工作；建立嚴格的英語教師評價體系。同時要加強教學管理,優(yōu)化教學環(huán)境。(4)學生家長要端正對子女英語學習的看法,積極與學校、教師配合,共同為學生創(chuàng)造良好的學習條件。(5)社會應盡快改善民族地區(qū)英語教學條件,吸引更多優(yōu)秀英語人才,加強少數(shù)民族地區(qū)英語師資隊伍建設。
[Abstract]:The past two decades have witnessed the steady development of English teaching in China, and great progress has been made in all aspects. However, the development of English teaching in remote minority areas has lagged behind. The situation of students' English learning is not very satisfactory. According to the existing research, many scholars and teachers have made different approaches to the problems of English teaching in minority areas. However, Under the guidance of humanism theory, emotion filtering hypothesis and other relevant theories, this paper, from the perspective of English learning identity, takes the Zhuang, Miao, Yao in Baise region of Guangxi as an example. Through questionnaires, student interviews and teacher interviews, Buyi and other minority junior high school students are investigated from the most important non-intellectual factors affecting English learning, such as learning motivation, learning interest, learning attitude, and so on. Five dimensions of learning self-confidence and students' identification with English teachers and teaching environment were used to investigate and analyze the English learning situation of minority junior high school students. The purpose of this study is to discuss the coping strategies of ethnic minority students in English learning from different dimensions and perspectives. The results show that the minority junior middle school students in different grades basically agree with English learning. 2) only a small number of minority junior middle school students agree with English learning. Minority junior high school students have a strong learning attitude towards English, Learning self-confidence and interest, having the correct English learning motivation, mastering the correct English learning method.) the degree of recognition, learning self-confidence and learning attitude of minority junior middle school students. (4) English learning of minority junior high school students and English teachers' English teaching concepts, qualities and methods, and English learning environment and financial support, etc. In view of the existing problems, according to the most important five dimensions of non-intelligence factors affecting English learning, this paper focuses on teachers, students and schools. The author suggests that English teachers should seriously improve their English quality, optimize their teaching methods, and scientifically carry out emotional education. 2) students should correct their English learning motivation and change their negative attitude of disgust. Schools should pay more attention to the professional development of English teachers, strengthen professional training, establish a strict evaluation system for English teachers, and strengthen teaching management. To optimize the teaching environment, parents should correct their views on their children's English learning, actively cooperate with schools and teachers to create good learning conditions for students.) the society should improve the teaching conditions of English in minority areas as soon as possible. Attract more excellent English talents and strengthen the construction of English teachers in minority areas.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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