學(xué)習(xí)任務(wù)設(shè)計(jì)對大學(xué)英語課堂情境興趣的影響的研究
發(fā)布時(shí)間：2019-04-22 10:04
【摘要】：情境興趣是指活動或?qū)W習(xí)任務(wù)的特征對個(gè)體產(chǎn)生吸引力,進(jìn)而激發(fā)其產(chǎn)生一種即時(shí)性的、積極的心理狀態(tài)。在個(gè)體對當(dāng)前活動沒有任何個(gè)體興趣的情況下,情境興趣能夠激發(fā)并維持個(gè)體的學(xué)習(xí)動機(jī)。學(xué)習(xí)任務(wù)設(shè)計(jì)是有效影響學(xué)生情境興趣的重要因素之一。有效的課堂任務(wù)有利于激發(fā)學(xué)習(xí)者的學(xué)習(xí)興趣和學(xué)習(xí)參與感。目前國內(nèi)外對情境興趣的研究多集中于體育、數(shù)學(xué)、閱讀及寫作各個(gè)方面,大學(xué)英語作為大學(xué)必修的一門基礎(chǔ)課程,對學(xué)生整個(gè)大學(xué)期間學(xué)習(xí)及未來職業(yè)發(fā)展有重要的影響,然而,大學(xué)英語課堂中的情境興趣卻未得到充分的重視和挖掘,有關(guān)學(xué)習(xí)任務(wù)設(shè)計(jì)對情境興趣影響的研究也并不多見。 因此,本文將大學(xué)英語課堂作為研究背景,設(shè)計(jì)三種不同類型的學(xué)習(xí)任務(wù)即靜態(tài)任務(wù)、動態(tài)任務(wù)及抽象性任務(wù),圍繞測量情境興趣的五個(gè)維度(注意力、愉悅感、挑戰(zhàn)性、探索性、新穎性),研究任務(wù)設(shè)計(jì)對學(xué)生英語課堂情境興趣的影響。本研究圍繞以下問題展開：不同的學(xué)習(xí)任務(wù)是否會對學(xué)生情境興趣的各維度產(chǎn)生不同的影響?哪一種任務(wù)能在最大程度上激發(fā)學(xué)生的情境興趣?執(zhí)行的任務(wù)類型相同時(shí),學(xué)習(xí)者英語水平是否會對其情境興趣產(chǎn)生影響? 中南大學(xué)信息與工程學(xué)院2011級的三個(gè)自然班共計(jì)八十五名學(xué)生參與了本次研究。三個(gè)班被分配完成不同的課堂任務(wù)。任務(wù)結(jié)束后,受試學(xué)生填寫了情境興趣測量表,部分學(xué)生接受了訪談,以此衡量不同任務(wù)下學(xué)生的情境興趣。實(shí)驗(yàn)數(shù)據(jù)采用SPSS17.0進(jìn)行分析。結(jié)果表明： 第一,靜態(tài)任務(wù)、動態(tài)任務(wù)及抽象任務(wù)對測量情境興趣的五個(gè)維度產(chǎn)生不同程度的影響。靜態(tài)任務(wù)最能激發(fā)情境興趣的探索性維度；動態(tài)任務(wù)最能激發(fā)注意力維度；而抽象任務(wù)最能激發(fā)其新穎性維度。 第二,三個(gè)任務(wù)中,動態(tài)任務(wù)最能激發(fā)學(xué)生的情境興趣。 第三,學(xué)生的英語學(xué)習(xí)水平與其情境興趣各緯度存在不同的相關(guān)性。其中,執(zhí)行靜態(tài)任務(wù)時(shí),中分組學(xué)生的注意力維度、低分組學(xué)生的愉悅感維度與其英語水平存在顯著相關(guān)；執(zhí)行動態(tài)任務(wù)時(shí),高分組學(xué)生的注意力和愉悅感、中分組學(xué)生的新穎性、挑戰(zhàn)性及探索性、低分組學(xué)生的新穎性、注意力及探索性與其英語水平都存在顯著相關(guān)；執(zhí)行抽象任務(wù)時(shí),高分組學(xué)生挑戰(zhàn)性、中分組學(xué)生的新穎性、愉悅感及總體興趣與其英語水平存在顯著相關(guān)；其他均無顯著相關(guān)。 本研究從學(xué)習(xí)任務(wù)設(shè)計(jì)角度出發(fā),研究大學(xué)英語課堂學(xué)生情境興趣,這將有利于我們正確認(rèn)識學(xué)習(xí)任務(wù)對學(xué)生情境興趣的影響。作者最后就如何利用課堂學(xué)習(xí)任務(wù)激發(fā)學(xué)生英語學(xué)習(xí)過程中的情境興趣、增強(qiáng)英語學(xué)習(xí)的有效性提出了建議。
[Abstract]:Situational interest refers to the characteristics of activity or learning tasks that appeal to individuals, and then stimulate them to produce a real-time, positive psychological state. When there is no individual interest in the current activity, situational interest can stimulate and maintain the individual's learning motivation. Learning task design is one of the important factors that affect students' situational interest effectively. Effective classroom tasks are conducive to stimulating learners' interest in learning and a sense of learning participation. At present, the research on situational interest at home and abroad mostly focuses on sports, mathematics, reading and writing. College English, as a compulsory basic course in universities, has an important impact on students' study and future career development throughout the university. However, the situational interest in college English class has not been paid enough attention and excavated, and there are few researches about the influence of learning task design on situational interest. Therefore, taking college English classroom as the research background, this paper designs three different types of learning tasks, namely, static task, dynamic task and abstract task, focusing on the five dimensions of measuring situational interest (attention, pleasure, challenge, etc.) Exploratory, novelty), to study the impact of task design on students' interest in English classroom context. This study focuses on the following questions: will different learning tasks have different effects on the dimensions of students' situational interest? Which task maximizes students' situational interest? Will learners' English proficiency have an impact on their situational interest when the tasks are of the same type? A total of 85 students participated in the study in three nature classes at Central South University's School of Information and Engineering in 2011. The three classes were assigned to complete different classroom tasks. At the end of the task, the students completed the situational interest scale, and some of the students were interviewed to measure the situational interest of the students under different tasks. The experimental data were analyzed by SPSS17.0. The results show that: firstly, static task, dynamic task and abstract task have different influence on the five dimensions of situational interest. Static task can stimulate the exploratory dimension of situational interest most; dynamic task can excite attention dimension most; and abstract task can excite its novelty dimension most. Second, among the three tasks, dynamic task can stimulate students' situational interest most. Third, there are different correlations between students' English learning level and their situational interests in different latitudes. Among them, when performing static tasks, the attention dimension of middle-level students and the pleasure dimension of low-level students are significantly correlated with their English proficiency. When performing dynamic tasks, the attention and pleasure of high-score students, the novelty, challenge and exploration of middle-level students, and the novelty, attention and exploration of low-score students were significantly correlated with their English proficiency. When performing abstract tasks, high-score students are challenging, middle-level students' novelty, pleasure and overall interest are significantly correlated with their English proficiency, while other students have no significant correlation with their English proficiency. From the perspective of learning task design, this study studies students' situational interest in college English classroom, which will help us to correctly understand the influence of learning task on students' situational interest. Finally, the author puts forward some suggestions on how to use classroom learning tasks to stimulate students' situational interest in the process of English learning and to enhance the effectiveness of English learning.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H319;G642
本文編號：2462744
[Abstract]:Situational interest refers to the characteristics of activity or learning tasks that appeal to individuals, and then stimulate them to produce a real-time, positive psychological state. When there is no individual interest in the current activity, situational interest can stimulate and maintain the individual's learning motivation. Learning task design is one of the important factors that affect students' situational interest effectively. Effective classroom tasks are conducive to stimulating learners' interest in learning and a sense of learning participation. At present, the research on situational interest at home and abroad mostly focuses on sports, mathematics, reading and writing. College English, as a compulsory basic course in universities, has an important impact on students' study and future career development throughout the university. However, the situational interest in college English class has not been paid enough attention and excavated, and there are few researches about the influence of learning task design on situational interest. Therefore, taking college English classroom as the research background, this paper designs three different types of learning tasks, namely, static task, dynamic task and abstract task, focusing on the five dimensions of measuring situational interest (attention, pleasure, challenge, etc.) Exploratory, novelty), to study the impact of task design on students' interest in English classroom context. This study focuses on the following questions: will different learning tasks have different effects on the dimensions of students' situational interest? Which task maximizes students' situational interest? Will learners' English proficiency have an impact on their situational interest when the tasks are of the same type? A total of 85 students participated in the study in three nature classes at Central South University's School of Information and Engineering in 2011. The three classes were assigned to complete different classroom tasks. At the end of the task, the students completed the situational interest scale, and some of the students were interviewed to measure the situational interest of the students under different tasks. The experimental data were analyzed by SPSS17.0. The results show that: firstly, static task, dynamic task and abstract task have different influence on the five dimensions of situational interest. Static task can stimulate the exploratory dimension of situational interest most; dynamic task can excite attention dimension most; and abstract task can excite its novelty dimension most. Second, among the three tasks, dynamic task can stimulate students' situational interest most. Third, there are different correlations between students' English learning level and their situational interests in different latitudes. Among them, when performing static tasks, the attention dimension of middle-level students and the pleasure dimension of low-level students are significantly correlated with their English proficiency. When performing dynamic tasks, the attention and pleasure of high-score students, the novelty, challenge and exploration of middle-level students, and the novelty, attention and exploration of low-score students were significantly correlated with their English proficiency. When performing abstract tasks, high-score students are challenging, middle-level students' novelty, pleasure and overall interest are significantly correlated with their English proficiency, while other students have no significant correlation with their English proficiency. From the perspective of learning task design, this study studies students' situational interest in college English classroom, which will help us to correctly understand the influence of learning task on students' situational interest. Finally, the author puts forward some suggestions on how to use classroom learning tasks to stimulate students' situational interest in the process of English learning and to enhance the effectiveness of English learning.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H319;G642
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相關(guān)碩士學(xué)位論文 前1條
1 姚玉龍;體育課堂學(xué)習(xí)任務(wù)設(shè)計(jì)對初中生情景興趣影響的實(shí)驗(yàn)研究[D];華東師范大學(xué);2005年
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