初中生英語(yǔ)自主學(xué)習(xí)策略應(yīng)用調(diào)查研究
發(fā)布時(shí)間：2018-08-03 10:10
【摘要】：本文旨在采用定量和定性相結(jié)合的研究方法,研究當(dāng)代初中生英語(yǔ)自主學(xué)習(xí)策略的應(yīng)用現(xiàn)狀以及策略運(yùn)用的特點(diǎn),并探討自主學(xué)習(xí)策略與學(xué)生自主學(xué)習(xí)能力的關(guān)系,同時(shí)發(fā)現(xiàn)目前中學(xué)英語(yǔ)自主學(xué)習(xí)中存在的一些問(wèn)題并提出相應(yīng)的對(duì)策。本文首先對(duì)相關(guān)概念進(jìn)行了界定,闡述了初中生英語(yǔ)自主學(xué)習(xí)以及學(xué)習(xí)策略的相關(guān)理論,并對(duì)國(guó)內(nèi)外相關(guān)研究現(xiàn)狀進(jìn)行了回顧、梳理和總結(jié),分析了當(dāng)前研究存在的不足,這主要體現(xiàn)在對(duì)初中生英語(yǔ)學(xué)習(xí)策略的研究多側(cè)重于證明其對(duì)學(xué)生英語(yǔ)成績(jī)和自主學(xué)習(xí)能力的提高,而對(duì)自主學(xué)習(xí)策略應(yīng)用的特點(diǎn)進(jìn)行具體分析的較少;側(cè)重于從教師的角度研究自主學(xué)習(xí)策略的教學(xué)而忽視了學(xué)生主體的應(yīng)用等。針對(duì)前期研究中存在的不足,本文通過(guò)調(diào)查問(wèn)卷及訪(fǎng)談對(duì)曲阜市某中學(xué)230名初中生進(jìn)行了調(diào)查,通過(guò)對(duì)問(wèn)卷不同維度的檢驗(yàn),總體的信效度非常理想。調(diào)查共發(fā)放問(wèn)卷230份,全部收回,其中有效問(wèn)卷為202份。同時(shí)筆者在參與調(diào)查的學(xué)生中抽取了3名具有代表性的學(xué)生進(jìn)行了訪(fǎng)談,這3名學(xué)生的英語(yǔ)成績(jī)水平分別為高、中、低。訪(fǎng)談的內(nèi)容主要圍繞學(xué)生自主學(xué)習(xí)策略應(yīng)用特點(diǎn)及學(xué)習(xí)策略與自主學(xué)習(xí)能力的關(guān)系,具體涉及認(rèn)知策略、調(diào)控策略、交際策略和資源策略。調(diào)查問(wèn)卷分析表明,目前初中生英語(yǔ)自主學(xué)習(xí)主要存在以下問(wèn)題:第一,學(xué)生對(duì)學(xué)習(xí)策略的應(yīng)用頻率整體較低,應(yīng)用學(xué)習(xí)策略的意識(shí)有待提高。第二,學(xué)生運(yùn)用的優(yōu)先策略依次為:調(diào)控策略認(rèn)知策略資源策略交際策略,這表明初中生往往只局限于常見(jiàn)的識(shí)記、背誦、做筆記等策略,對(duì)于資源策略和交際策略的運(yùn)用更是少之又少。同時(shí)通過(guò)對(duì)學(xué)生的訪(fǎng)談可以得出,多數(shù)學(xué)生對(duì)教師和家長(zhǎng)的依賴(lài)性較高,缺乏自主意識(shí)和自控能力;在學(xué)習(xí)策略的使用方面,存在著認(rèn)識(shí)不到位、自覺(jué)運(yùn)用意識(shí)薄弱、能力普遍較差等問(wèn)題;學(xué)生害怕出錯(cuò)的心理機(jī)制阻礙了學(xué)習(xí)策略的運(yùn)用。并且學(xué)習(xí)策略的應(yīng)用在一定程度上影響了學(xué)生自主學(xué)習(xí)能力,自主學(xué)習(xí)能力較好的學(xué)生對(duì)學(xué)習(xí)策略的運(yùn)用也較好。根據(jù)研究結(jié)果,筆者也為教師提供了一些建議:第一,教師要引導(dǎo)學(xué)生逐步樹(shù)立運(yùn)用學(xué)習(xí)策略提高學(xué)習(xí)效率的意識(shí),建立一個(gè)由教師領(lǐng)導(dǎo)學(xué)生自己負(fù)責(zé)的自制自律學(xué)習(xí)小組,鼓勵(lì)學(xué)生自己運(yùn)用各種策略解決問(wèn)題;第二,教師要加強(qiáng)和家長(zhǎng)的合作,有計(jì)劃地、因材施教地克服初中生對(duì)教師和家長(zhǎng)的依賴(lài),引導(dǎo)學(xué)生制定學(xué)習(xí)策略運(yùn)用計(jì)劃,逐步幫助學(xué)生建立立自主學(xué)習(xí)意識(shí),提高自控能力;第三,系統(tǒng)規(guī)劃初中英語(yǔ)教學(xué)內(nèi)容,充分應(yīng)用多媒體資源,培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣;多和學(xué)生交流,鼓勵(lì)他們多說(shuō)多練,驅(qū)除害怕出錯(cuò)的心理機(jī)制。在提高學(xué)生自主學(xué)習(xí)能力方面,教師首先要注重自身的教授和引導(dǎo);其次在教學(xué)中要注意對(duì)學(xué)生進(jìn)行學(xué)習(xí)策略訓(xùn)練,加強(qiáng)學(xué)生對(duì)學(xué)習(xí)策略的應(yīng)用。本研究在研究問(wèn)題、研究?jī)?nèi)容都在以往研究的基礎(chǔ)上有所創(chuàng)新,一定程度上豐富了初中生英語(yǔ)自主學(xué)習(xí)策略的研究?jī)?nèi)容和范圍,為中學(xué)英語(yǔ)教學(xué)提供了一些啟示。同時(shí)本研究也有一定局限性。如調(diào)查問(wèn)卷發(fā)放的數(shù)量較少;在訪(fǎng)談中,學(xué)生的作答因其愛(ài)面子和維護(hù)自尊心的心理會(huì)有主觀(guān)情緒化傾向,這可能會(huì)影響筆者對(duì)研究結(jié)果的判斷。為了使研究結(jié)果更完整全面,還需要使用大樣本做進(jìn)一步的研究論證。
[Abstract]:The purpose of this paper is to study the current situation of the application and the characteristics of the strategy application of English Autonomous Learning Strategies in contemporary junior middle school students, and to explore the relationship between the autonomous learning strategies and the students' autonomous learning ability. At the same time, we find some problems and put forward some corresponding problems in the autonomous learning of English in middle school. This paper first defines relevant concepts, expounds the relevant theories of English autonomous learning and learning strategies for junior high school students, reviews the current status of relevant research at home and abroad, combs and summarizes the shortcomings of the current research, which is mainly reflected in the study of English learning strategies in the primary and middle schools. In order to improve the students' English performance and self-learning ability, there is little specific analysis of the characteristics of the application of autonomous learning strategies. It emphasizes the study of the teaching of autonomous learning strategies from the perspective of teachers and neglects the application of the students' main body. 230 junior high school students in a middle school were investigated. Through the examination of different dimensions of the questionnaire, the overall reliability and validity of the questionnaire was ideal. 230 questionnaires were issued and all were recovered, of which 202 were valid. At the same time, 3 representative students were interviewed among the students who participated in the survey, and the English scores of the 3 students were obtained. The content of the interview is high, middle and low. The contents of the interview mainly focus on the application characteristics of the students' autonomous learning strategies and the relationship between the learning strategies and the autonomous learning ability, and specifically related to the cognitive strategies, the control strategies, the communication strategies and the resource strategies. The frequency of the application of learning strategies is low as a whole, and the awareness of applied learning strategies needs to be improved. Second, the priority strategies of the students are as follows: control strategy cognitive strategy resource strategy communication strategy, which indicates that junior high school students are often limited to common memorizing, reciting, writing and writing strategies, and the use of resource strategies and communication strategies. At the same time, through interviews with students, it can be concluded that most students have higher dependence on teachers and parents, lack of self-awareness and self-control. In the use of learning strategies, there are problems of poor understanding, weak consciousness and poor ability, and the psychological mechanism of students' fear of error has hindered learning. The application of strategy has influenced the students' self-learning ability to some extent. The students with better self-learning ability also have better use of learning strategies. According to the results of the study, the author also provides some suggestions for the teachers. First, teachers should guide students to gradually build up their learning strategies to improve their learning efficiency. Consciousness, establish a self-discipline self-regulated learning group responsible for the teacher to lead the students themselves, encourage students to use various strategies to solve problems. Second, teachers should strengthen their cooperation with parents, plan, overcome the dependence of junior high school students on teachers and parents in accordance with their aptitude, guide students to develop learning strategy application plans, and gradually help them. Students should establish self-regulated learning consciousness and improve self-control ability. Third, systematic planning of English teaching content in junior middle school, fully applying multimedia resources, cultivating students' interest in learning English, exchanging more with students, encouraging them to practice more and dispelling the psychological mechanism of fear of mistakes. In the course of teaching, we should pay attention to the training of students' learning strategies and strengthen the students' application of learning strategies. This research is on the basis of previous research and enriches the research content and scope of junior middle school students' English self main learning strategies to a certain extent. There are some limitations in the teaching of language. At the same time, there are some limitations in this study. For example, the number of questionnaires is less. In interviews, the students' response to their love of face and self-esteem will be subjective and emotional, which may affect the author's judgment on the results of the study. In order to make the results more complete and comprehensive, it is also necessary to make the research results more complete and comprehensive. Use large samples for further research and demonstration.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41
[Abstract]:The purpose of this paper is to study the current situation of the application and the characteristics of the strategy application of English Autonomous Learning Strategies in contemporary junior middle school students, and to explore the relationship between the autonomous learning strategies and the students' autonomous learning ability. At the same time, we find some problems and put forward some corresponding problems in the autonomous learning of English in middle school. This paper first defines relevant concepts, expounds the relevant theories of English autonomous learning and learning strategies for junior high school students, reviews the current status of relevant research at home and abroad, combs and summarizes the shortcomings of the current research, which is mainly reflected in the study of English learning strategies in the primary and middle schools. In order to improve the students' English performance and self-learning ability, there is little specific analysis of the characteristics of the application of autonomous learning strategies. It emphasizes the study of the teaching of autonomous learning strategies from the perspective of teachers and neglects the application of the students' main body. 230 junior high school students in a middle school were investigated. Through the examination of different dimensions of the questionnaire, the overall reliability and validity of the questionnaire was ideal. 230 questionnaires were issued and all were recovered, of which 202 were valid. At the same time, 3 representative students were interviewed among the students who participated in the survey, and the English scores of the 3 students were obtained. The content of the interview is high, middle and low. The contents of the interview mainly focus on the application characteristics of the students' autonomous learning strategies and the relationship between the learning strategies and the autonomous learning ability, and specifically related to the cognitive strategies, the control strategies, the communication strategies and the resource strategies. The frequency of the application of learning strategies is low as a whole, and the awareness of applied learning strategies needs to be improved. Second, the priority strategies of the students are as follows: control strategy cognitive strategy resource strategy communication strategy, which indicates that junior high school students are often limited to common memorizing, reciting, writing and writing strategies, and the use of resource strategies and communication strategies. At the same time, through interviews with students, it can be concluded that most students have higher dependence on teachers and parents, lack of self-awareness and self-control. In the use of learning strategies, there are problems of poor understanding, weak consciousness and poor ability, and the psychological mechanism of students' fear of error has hindered learning. The application of strategy has influenced the students' self-learning ability to some extent. The students with better self-learning ability also have better use of learning strategies. According to the results of the study, the author also provides some suggestions for the teachers. First, teachers should guide students to gradually build up their learning strategies to improve their learning efficiency. Consciousness, establish a self-discipline self-regulated learning group responsible for the teacher to lead the students themselves, encourage students to use various strategies to solve problems. Second, teachers should strengthen their cooperation with parents, plan, overcome the dependence of junior high school students on teachers and parents in accordance with their aptitude, guide students to develop learning strategy application plans, and gradually help them. Students should establish self-regulated learning consciousness and improve self-control ability. Third, systematic planning of English teaching content in junior middle school, fully applying multimedia resources, cultivating students' interest in learning English, exchanging more with students, encouraging them to practice more and dispelling the psychological mechanism of fear of mistakes. In the course of teaching, we should pay attention to the training of students' learning strategies and strengthen the students' application of learning strategies. This research is on the basis of previous research and enriches the research content and scope of junior middle school students' English self main learning strategies to a certain extent. There are some limitations in the teaching of language. At the same time, there are some limitations in this study. For example, the number of questionnaires is less. In interviews, the students' response to their love of face and self-esteem will be subjective and emotional, which may affect the author's judgment on the results of the study. In order to make the results more complete and comprehensive, it is also necessary to make the research results more complete and comprehensive. Use large samples for further research and demonstration.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41
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