中職生英語(yǔ)學(xué)習(xí)興趣的個(gè)案研究
發(fā)布時(shí)間：2018-08-27 07:40
【摘要】：筆者在29年的英語(yǔ)教學(xué)工作中,經(jīng)歷了十七年的普高英語(yǔ)教學(xué)和十二年的中職英語(yǔ)教學(xué),期間深刻體會(huì)到了中職生與普高生在學(xué)習(xí)上存在的巨大差異：高中生是初中選拔出來(lái)的優(yōu)等生,英語(yǔ)基礎(chǔ)扎實(shí),學(xué)習(xí)輕松,信心十足,能積極參與課堂教學(xué)活動(dòng),自主學(xué)習(xí)能力強(qiáng),遇到問(wèn)題會(huì)獨(dú)立思考,善于尋找解決問(wèn)題的方法；而中職生英語(yǔ)基礎(chǔ)薄弱,課上睡覺(jué)、玩手機(jī),課下抄襲作業(yè)現(xiàn)象嚴(yán)重；缺乏學(xué)習(xí)興趣,學(xué)習(xí)習(xí)慣欠佳,厭學(xué)現(xiàn)象普遍存在。因此,激發(fā)中職生學(xué)習(xí)興趣是當(dāng)前中等職業(yè)學(xué)校教學(xué)改革的緊迫任務(wù),也是本文的主要研究問(wèn)題。人本主義心理學(xué)強(qiáng)調(diào)順應(yīng)學(xué)生的興趣、需要、經(jīng)驗(yàn)以及個(gè)別差異,使學(xué)生體驗(yàn)學(xué)習(xí)的樂(lè)趣；建構(gòu)主義心理學(xué)主張把信息技術(shù)作為學(xué)習(xí)工具,最大限度地豐富學(xué)習(xí)資源和體驗(yàn),提高教學(xué)效果。本研究以人本主義心理學(xué)和建構(gòu)主義心理學(xué)為理論基礎(chǔ),運(yùn)用文獻(xiàn)研究法、問(wèn)卷調(diào)查法及訪(fǎng)談法等方法,研究了激發(fā)中職生英語(yǔ)學(xué)習(xí)興趣的教育教學(xué)策略。本研究為個(gè)案研究,樣本學(xué)校為福建某中職校,實(shí)驗(yàn)對(duì)象為2012級(jí)非英語(yǔ)專(zhuān)業(yè)187名中職生。筆者對(duì)研究樣本進(jìn)行了第一次問(wèn)卷調(diào)查,從調(diào)查結(jié)果來(lái)看,大多數(shù)中職生存在以下現(xiàn)象：學(xué)習(xí)英語(yǔ)信心不足；學(xué)習(xí)英語(yǔ)的態(tài)度不夠積極；學(xué)習(xí)英語(yǔ)不夠努力；英語(yǔ)成績(jī)不夠理想；上課注意力不夠集中；只能看懂幾個(gè)句子或者看懂幾個(gè)單詞；上課不主動(dòng)回答問(wèn)題；做作業(yè)存在抄答案現(xiàn)象；學(xué)英語(yǔ)的時(shí)間,包括上課在內(nèi)每天不超過(guò)一個(gè)半小時(shí)；要么沒(méi)有參加中考要么中考成績(jī)不及格。依據(jù)調(diào)查結(jié)果,從學(xué)生、教師、學(xué)校環(huán)境、社會(huì)環(huán)境、家庭環(huán)境和師生關(guān)系等六方面剖析了中職生學(xué)習(xí)困境的成因,擬定了可能喚起中職生英語(yǔ)學(xué)習(xí)興趣的教育教學(xué)策略,并加以實(shí)施。在此基礎(chǔ)上,進(jìn)行了第二次問(wèn)卷調(diào)查,并對(duì)32名研究對(duì)象、9名中職英語(yǔ)教師和5名汽車(chē)專(zhuān)業(yè)教師進(jìn)行了訪(fǎng)談,檢驗(yàn)了研究樣本對(duì)教育教學(xué)策略的認(rèn)同度,進(jìn)一步驗(yàn)證了激發(fā)中職生英語(yǔ)學(xué)習(xí)興趣的六種教育教學(xué)策略：一、以樂(lè)學(xué)為指導(dǎo)思想,促使中職生快樂(lè)學(xué)習(xí)；二、多模態(tài)模式為中職生營(yíng)造樂(lè)學(xué)的教學(xué)氛圍；三、加強(qiáng)師生有效溝通,建立融洽的師生關(guān)系；四、結(jié)合專(zhuān)業(yè)和未來(lái)就業(yè),將教學(xué)活動(dòng)生活化；五、適當(dāng)開(kāi)展比賽競(jìng)爭(zhēng),靈活地運(yùn)用游戲活動(dòng)；六、依據(jù)實(shí)情,科學(xué)合理評(píng)價(jià),注重學(xué)法指導(dǎo)。問(wèn)卷調(diào)查和訪(fǎng)談結(jié)果均顯示,以上六種教育教學(xué)策略能夠有效激發(fā)中職生的英語(yǔ)學(xué)習(xí)興趣。
[Abstract]:In 29 years of English teaching, the author has experienced 17 years of English teaching in general high school and 12 years of English teaching in secondary vocational schools. During this period, I deeply realized the great difference in learning between secondary vocational students and high school students: high school students are the top students selected from junior high school. They have a solid foundation of English, are relaxed in learning, have full confidence, and can actively participate in classroom teaching activities. Having strong autonomous learning ability, they will think independently and be good at finding ways to solve the problem. The students in secondary vocational school are weak in English foundation, sleep in class, play mobile phones, copy homework after class, lack interest in learning, and have poor study habits. The phenomenon of weariness of learning is widespread. Therefore, it is the urgent task of teaching reform in secondary vocational schools to stimulate the students' interest in learning, and it is also the main research problem in this paper. Humanistic psychology emphasizes adapting to students' interests, needs, experiences and individual differences, so that students can experience the fun of learning, while constructivist psychology advocates using information technology as a learning tool to maximize learning resources and experience. Improve the teaching effect. Based on the theories of humanistic psychology and constructivism psychology, this study studies the educational and teaching strategies to stimulate the students' interest in English learning by using the methods of literature research, questionnaire investigation and interview. This study is a case study. The sample school is a secondary vocational school in Fujian province. The subjects of this study are 187 non-English majors in Grade 2012. The author conducted the first questionnaire survey on the study sample. From the results of the survey, the majority of secondary vocational schools exist in the following phenomena: lack of confidence in learning English, lack of positive attitude towards learning English, insufficient efforts in learning English; English is not good enough; attention is not focused enough in class; only a few sentences or words can be read; questions are not answered actively in class; the problem of copying answers exists in homework; the time to learn English, Not more than one and a half hours a day including classes; either failed or failed. Based on the investigation results, this paper analyzes the causes of secondary vocational students' learning difficulties from the six aspects of students, teachers, school environment, social environment, family environment and teacher-student relationship, and formulates educational and teaching strategies that may arouse the students' interest in English learning. And put it into practice. On this basis, a second questionnaire survey was conducted, and 32 subjects, 9 secondary vocational English teachers and 5 automotive teachers, were interviewed to test the degree of acceptance of the study sample to the teaching and learning strategies. It further verifies six teaching strategies to stimulate the students' interest in English learning: first, using music learning as the guiding ideology to promote the students' happy learning; second, creating a teaching atmosphere of music learning for vocational school students by multi-modal mode; third, Strengthen effective communication between teachers and students and establish a harmonious teacher-student relationship; fourth, integrate professional and future employment to adapt teaching activities to life; fifthly, properly carry out competition and use games flexibly; sixthly, scientifically and reasonably evaluate according to the actual situation, Pay attention to the guidance of learning methods. The results of questionnaires and interviews show that the above six teaching strategies can effectively stimulate the students' interest in English learning.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41
本文編號(hào)：2206578
[Abstract]:In 29 years of English teaching, the author has experienced 17 years of English teaching in general high school and 12 years of English teaching in secondary vocational schools. During this period, I deeply realized the great difference in learning between secondary vocational students and high school students: high school students are the top students selected from junior high school. They have a solid foundation of English, are relaxed in learning, have full confidence, and can actively participate in classroom teaching activities. Having strong autonomous learning ability, they will think independently and be good at finding ways to solve the problem. The students in secondary vocational school are weak in English foundation, sleep in class, play mobile phones, copy homework after class, lack interest in learning, and have poor study habits. The phenomenon of weariness of learning is widespread. Therefore, it is the urgent task of teaching reform in secondary vocational schools to stimulate the students' interest in learning, and it is also the main research problem in this paper. Humanistic psychology emphasizes adapting to students' interests, needs, experiences and individual differences, so that students can experience the fun of learning, while constructivist psychology advocates using information technology as a learning tool to maximize learning resources and experience. Improve the teaching effect. Based on the theories of humanistic psychology and constructivism psychology, this study studies the educational and teaching strategies to stimulate the students' interest in English learning by using the methods of literature research, questionnaire investigation and interview. This study is a case study. The sample school is a secondary vocational school in Fujian province. The subjects of this study are 187 non-English majors in Grade 2012. The author conducted the first questionnaire survey on the study sample. From the results of the survey, the majority of secondary vocational schools exist in the following phenomena: lack of confidence in learning English, lack of positive attitude towards learning English, insufficient efforts in learning English; English is not good enough; attention is not focused enough in class; only a few sentences or words can be read; questions are not answered actively in class; the problem of copying answers exists in homework; the time to learn English, Not more than one and a half hours a day including classes; either failed or failed. Based on the investigation results, this paper analyzes the causes of secondary vocational students' learning difficulties from the six aspects of students, teachers, school environment, social environment, family environment and teacher-student relationship, and formulates educational and teaching strategies that may arouse the students' interest in English learning. And put it into practice. On this basis, a second questionnaire survey was conducted, and 32 subjects, 9 secondary vocational English teachers and 5 automotive teachers, were interviewed to test the degree of acceptance of the study sample to the teaching and learning strategies. It further verifies six teaching strategies to stimulate the students' interest in English learning: first, using music learning as the guiding ideology to promote the students' happy learning; second, creating a teaching atmosphere of music learning for vocational school students by multi-modal mode; third, Strengthen effective communication between teachers and students and establish a harmonious teacher-student relationship; fourth, integrate professional and future employment to adapt teaching activities to life; fifthly, properly carry out competition and use games flexibly; sixthly, scientifically and reasonably evaluate according to the actual situation, Pay attention to the guidance of learning methods. The results of questionnaires and interviews show that the above six teaching strategies can effectively stimulate the students' interest in English learning.
【學(xué)位授予單位】：福建師范大學(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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