【摘要】：目前在我國,中學(xué)教育越來越重視素質(zhì)教育,強調(diào)教育要從人的本性和社會的本質(zhì)出發(fā),培養(yǎng)全面發(fā)展的人才。然而在我國現(xiàn)行的教育體制下,大多數(shù)的學(xué)校仍然采用應(yīng)試教育,素質(zhì)教育沒有得到真正落實,致使一部分學(xué)習(xí)成績不佳的學(xué)生成為了學(xué)業(yè)上的失敗者,常被人們稱為差生。筆者任教的高中,也存在大量這樣的學(xué)生。通過調(diào)查,本文發(fā)現(xiàn)學(xué)困生的形成并不完全是因為智力因素,非智力因素也起著舉足輕重的作用。據(jù)此,本文通過分析學(xué)生非智力因素的特征,嘗試通過賞識教育進行學(xué)困生轉(zhuǎn)化研究,即通過在教育教學(xué)過程中以尊重學(xué)生的人格為前提,在承認差異、尊重差異的基礎(chǔ)上,用肯定的、欣賞的眼光去發(fā)現(xiàn)學(xué)生的閃光點和可貴之處,并給予充分的激勵和引導(dǎo),以實現(xiàn)對學(xué)生非智力因素的轉(zhuǎn)化,例如,學(xué)生的學(xué)習(xí)興趣,學(xué)習(xí)動機,自信心,師生關(guān)系等,促使非智力因素與英語學(xué)習(xí)形成正相關(guān),從而達到兩者共同提高的目的。 本論文在利用賞識教育轉(zhuǎn)化學(xué)困生的過程中采用了定量和定性研究相結(jié)合的方法。首先對南召縣第二高級中學(xué)的85名英語學(xué)困生和12名高中英語教師進行了問卷調(diào)查來了解南召縣第二高級中學(xué)英語學(xué)困生形成的原因。隨后根據(jù)英語學(xué)困生的成因提出用賞識教育轉(zhuǎn)化英語學(xué)困生的策略,然后將策略運用于英語教學(xué)實踐,之后對實驗的情況進行數(shù)據(jù)分析。實驗研究的對象為該校高一年級的1班和2班的英語學(xué)困生,總共34名,其中1班為實驗班,2班為控制班,實驗班實施賞識教育,而控制班采用傳統(tǒng)的教學(xué)法。實驗時間為2014年03月到2014年07,為期一學(xué)期；為了對比兩個班級英語學(xué)困非智力因素和學(xué)習(xí)成績的變化,筆者對實驗前后學(xué)困生的成績和問卷進行了對比分析,學(xué)習(xí)成績分別采用高一第一學(xué)期和第二學(xué)期的期末成績；利用SPSS17.0來分析實驗數(shù)據(jù),從分析結(jié)果來看,一個學(xué)期的實驗證明了賞識教育對于實驗班英語學(xué)習(xí)困難學(xué)生的情感態(tài)度的轉(zhuǎn)化明顯,尤其是在自信心和學(xué)習(xí)興趣方面；學(xué)習(xí)成績也有了提高。
[Abstract]:At present in our country, the middle school education pays more and more attention to the quality education, emphasizes that the education must start from the human nature and the society essence, trains the all-round development talented person. However, under the current educational system of our country, most schools still adopt examination-oriented education, and quality education has not really been implemented. As a result, some students with poor academic performance have become academic losers, which are often called poor students. I teach high school, there are a large number of such students. Through investigation, it is found that the formation of students with learning difficulties is not entirely due to intellectual factors, non-intelligence factors also play a pivotal role. On the basis of analyzing the characteristics of students' non-intelligence factors, this paper tries to study the transformation of students with learning difficulties through appreciation education, that is, through the premise of respecting students' personality in the process of education and teaching, on the basis of acknowledging differences and respecting differences, With a positive and appreciative view to discover the bright spots and valuable points of the students, and give them sufficient encouragement and guidance to realize the transformation of the students' non-intellectual factors, for example, the students' interest in learning, their learning motivation, their self-confidence, The relationship between teachers and students promotes the positive correlation between non-intelligence factors and English learning, so as to achieve the purpose of improving both. In the course of transforming students with learning difficulties through appreciation education, this paper adopts the method of combining quantitative and qualitative research. First, 85 students with English learning difficulties and 12 senior English teachers in Nanzhao County second Senior Middle School were investigated by questionnaires to understand the reasons for the formation of English learning difficulties in the second Senior Middle School of Nanzhao County. Then according to the causes of the students with English learning difficulties, this paper puts forward the strategy of transforming the students with English learning difficulties by appreciation education, and then applies the strategies to the practice of English teaching, and then analyzes the data of the experiment. The subjects of the experiment are the students with English learning difficulties in Class 1 and Class 2 of the first year of Senior High School, with 34 students in total. Class 1 is the experimental class and Class 2 is the control class. The experimental class carries out appreciation education, while the control class adopts the traditional teaching method. The experiment lasted from March 2014 to 0700 2014 for one semester. In order to compare the changes of non-intelligence factors and academic achievements between the two classes, the author makes a comparative analysis of the scores and questionnaires of the students with learning difficulties before and after the experiment. The final grades of the first semester and the second semester of senior high school are adopted respectively. Using SPSS17.0 to analyze the experimental data, the results show that appreciation education has a significant effect on the students with English learning difficulties in the experimental class, especially in the aspects of self-confidence and interest in learning. Academic performance has also improved.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：2412531