本文是關(guān)于歸因訓(xùn)練對(duì)高職高專院校學(xué)生學(xué)業(yè)成就、歸因風(fēng)格和自信心關(guān)系的干預(yù)研究。目前，高等職業(yè)教育在我國(guó)受到了前所未有的重視。高職院校的大學(xué)生，作為一個(gè)特殊的學(xué)生群體，他們的心理因素值得進(jìn)一步研究，因?yàn)樗麄兗炔煌诒究拼髮W(xué)生，又有別于高中生。昆明冶金高等專科學(xué)校的幾名英語(yǔ)教師在2005級(jí)新生進(jìn)校時(shí)對(duì)他們的歸因風(fēng)格進(jìn)行了調(diào)查。調(diào)查結(jié)果表明，高職高專學(xué)生普遍存在英語(yǔ)學(xué)習(xí)的不當(dāng)歸因，尤其在歸因風(fēng)格和自信心方面最為突出。在此情形下，對(duì)高職高專學(xué)生進(jìn)行歸因訓(xùn)練(干預(yù))以確定它是否有利于提高學(xué)生的英語(yǔ)學(xué)業(yè)成就，改變不良?xì)w因和提高學(xué)生英語(yǔ)學(xué)習(xí)自信心顯得極為必要。本文研究者從冶金高等�？茖W(xué)校計(jì)算機(jī)科學(xué)系挑選出兩個(gè)英語(yǔ)水平相當(dāng)?shù)陌嗉?jí)作為研究對(duì)象，A班作為實(shí)驗(yàn)班接受歸因訓(xùn)練，B班作為對(duì)照班，不接受歸因訓(xùn)練。在學(xué)期之初，研究者對(duì)兩班學(xué)生進(jìn)行前測(cè)，之后讓學(xué)生對(duì)測(cè)試結(jié)果以問卷形式作出成敗歸因，問卷內(nèi)容包括歸因風(fēng)格和自信心水平的調(diào)查。通過對(duì)問卷結(jié)果的分析，研究者針對(duì)性地對(duì)A班就歸因風(fēng)格和自信心水平，以及英語(yǔ)學(xué)習(xí)策略和語(yǔ)言技能方面進(jìn)行歸因干預(yù)和訓(xùn)練。三個(gè)月后對(duì)兩班學(xué)生舉行后測(cè)及后測(cè)之后的成敗歸因和自信心水平測(cè)試。研究...

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
DECLARATION
ACKNOWLEGEMENTS
ABSTRACT (In English)
ABSTRACT (In Chinese)
TABLE OF CONTENTS
LIST OF TABLES
ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Statement of the problem
    1.2 Objectives of the Study
    1.3 The Significance of the Study
    1.4 Overview of the Dissertation
CHAPTER TWO LITERATURE REVIEW
    2.1 Introduction
    2.2 Attribution Theory and Attributional Training
        2.2.1 The history and present status of attribution research
        2.2.2 Attribution theory
        2.2.3 Attributional training
    2.3 Some Researches Relevant to Attribution Theory and Attributional Training in Classroom Teaching both in China and Abroad: A Critical Review
        2.3.1 Some relevant researches abroad
        2.3.2 Some relevant researches in China
    2.4 Some Researches Relevant to Attribution Theory and Attributional Training in Foreign Language Classroom Teaching in China
    2.5 Conclusion
CHAPTER THREE METHODOLOGY
    3.1 Introduction
    3.2 Methodology
        3.2.1 Participants of the study
        3.2.2 Instruments
            3.2.2.1 Pretest and posttest
            3.2.2.2 Questionaires
    3.3 Procedures of the Study
    3.4 Procedures of the Attributional Training
    3.5 Data Collection & Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
    4.1 Introduction
    4.2 Findings and Discussion from Data Analysis of Two Tests
        4.2.1 Data analysis and contrast about pretest between class A and class B
        4.2.2 Data analysis and contrast about pretest and posttest in class B
        4.2.3 Data analysis and contrast about pretest and posttest in class A
        4.2.4 Data analysis and contrast about posttest between class A and class B
        4.2.5 A general analysis of variance regarding classes, pretests and posttests
        4.2.6 Discussion regarding testing results
    4.3 Findings and Discussion from Confidence Attribution of Two Questionnaires
        4.3.1 Data analysis and contrast about confidence attribution between class A and class B
        4.3.2 Data analysis and contrast about confidence attribution in class A
        4.3.3.Data analysis and contrast about confidence attribution in class B
        4.3.4 Data analysis and contrast about confidence attribution between class A and class B
        4.3.5 A general analysis of variance concerning confidence attribution
        4.3.6 Discussion from confidence attribution of two questionnaires
    4.4 A Contrast and Discussion of Attributional Styles in Class A and Class B
        4.4.1 A contrast and discussion of attributional styles in class A
        4.4.2 A contrast and discussion of attributional styles in class B
        4.4.3 Discussion concerning attributional styles in two classes
    4.5 Conclusion
CHAPTER FIVE CONCLUSION AND IMPLICATIONS
    5.1 Introduction
    5.2 Conclusions of the Research
    5.3 Implications and Suggestions of the Research
        5.3.1 The importance of educational psychology and its research methods in foreign language teaching of vocational colleges
        5.3.2 The training of language learning strategies and language skills in attributional training
        5.3.3 The Special Significance for Improving Students' Confidence in Vocational Colleges
        5.3.4 The strategies employed by teachers as reflective practitioners to promote English learning in higher vocational colleges
    5.4 Limitations of the Study
    5.5 Recommendations for Future Research
REFERENCES
APPENDIX 1 Pretest Paper
APPENDIX 2 Posttest Paper
APPENDIX 3 Questionnaire



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