自從20世紀(jì)30年代以來(lái),Lewin的心理動(dòng)力場(chǎng)理論的研究拉開(kāi)了對(duì)課堂環(huán)境研究的序幕,直到現(xiàn)在課堂環(huán)境一直都是教學(xué)研究的熱點(diǎn)話題。學(xué)業(yè)情緒的研究始于Pekrun在1992提出的認(rèn)知-動(dòng)機(jī)理論,這個(gè)理論讓學(xué)者認(rèn)識(shí)到了學(xué)業(yè)情緒這一概念以及它的重要性。筆者通過(guò)對(duì)國(guó)內(nèi)外相關(guān)文獻(xiàn)的查閱,發(fā)現(xiàn)關(guān)于課堂環(huán)境與學(xué)業(yè)情緒的研究成果豐碩,但是對(duì)于兩者之間的相關(guān)性的研究非常少,尤其是研究高中英語(yǔ)課堂環(huán)境與學(xué)業(yè)情緒的相關(guān)性的文獻(xiàn)幾乎沒(méi)有。因此,本研究以Lewin的心理動(dòng)力場(chǎng)理論,Moos的課堂環(huán)境三方面結(jié)構(gòu)理論,Pekrun的認(rèn)知-動(dòng)機(jī)理論為理論基礎(chǔ),重在探索什么樣的課堂環(huán)境能夠調(diào)動(dòng)學(xué)生的積極學(xué)業(yè)情緒,旨在回答如下三個(gè)研究問(wèn)題:（1）高中生對(duì)當(dāng)前英語(yǔ)課堂環(huán)境的感知是怎樣的?（2）高中生的英語(yǔ)學(xué)業(yè)情緒的特點(diǎn)是什么?（3）英語(yǔ)課堂環(huán)境是否與英語(yǔ)學(xué)業(yè)情緒有相關(guān)性?如果有,英語(yǔ)課堂環(huán)境的各維度與英語(yǔ)學(xué)業(yè)情緒的相關(guān)程度如何?本研究以內(nèi)蒙古師范大學(xué)附屬中學(xué)高一高二年級(jí)的171名學(xué)生為研究對(duì)象,研究工具采用劉麗艷,劉永兵編制的《中學(xué)英語(yǔ)課堂環(huán)境量表》和張典編制的《高中生英語(yǔ)學(xué)業(yè)情緒問(wèn)卷》這兩份問(wèn)卷來(lái)收集數(shù)據(jù),收回問(wèn)卷使用S... 

【文章來(lái)源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁(yè)數(shù)】：93 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
List of Abbreviations
ChapterⅠ Introduction
    1.1 The background of the research
    1.2 The purpose and significance of the study
    1.3 The overall structure of the thesis
ChapterⅡ Literature Review
    2.1 Definition of key terms
        2.1.1 Definition of classroom environment
        2.1.2 Definition of academic emotions
    2.2 Theoretical foundations
        2.2.1 Dynamic field theory
        2.2.2 Three dimensional theory of classroom environment
        2.2.3 The cognition-motivational theory
    2.3 Relevant studies about classroom environment and academicemotions
        2.3.1 Relevant researches about classroom environment abroad
        2.3.2 Relevant researches about classroom environment at home
        2.3.3 Relevant researches about academic emotions abroad
        2.3.4 Relevant researches about academic emotions at home
        2.3.5 Relevant researches about the relationship between classroomsenvironment and academic emotions
ChapterⅢ Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Interview
    3.4 Research procedures
ChapterⅣ Results and Discussion
    4.1 The results and discussion of the senior high school students’perception of English classroom environment
        4.1.1 The descriptive statistics of Classroom EnvironmentInventory
        4.1.2 The comparison of classroom environment of students withdifferent proficiency levels
        4.1.3 The comparison of classroom environment inventory onstudents’genders and students’ Grades
    4.2 The results and discussion of the senior high school students’English academic emotions
        4.2.1 The descriptive statistics of English academic emotionsquestionnaire
        4.2.2 The comparison of English academic emotion of students withdifferent proficiency levels
        4.2.3 The comparison of English academic emotion of students’genders and students’grades
    4.3 The results and discussion of the correlation analysis betweenclassroom environment and English academic emotions
        4.3.1 The correlation analysis between classroom environment andEnglish academic emotions
        4.3.2 The regression analysis of classroom environment and Englishacademic emotions
ChapterⅤ Conclusions
    5.1 Major findings
    5.2 Implications for creating English classroom environment andmaintaining positive academic emotions
    5.3 Limitations of the study and suggestions for future research
References
AppendixⅠ 高中英語(yǔ)課堂環(huán)境調(diào)查問(wèn)卷
AppendixⅡ 高中生英語(yǔ)學(xué)業(yè)情緒調(diào)查問(wèn)卷
AppendixⅢ Interview Outline
Acknowledgements



本文編號(hào)：3148555