本文選題：小學(xué)生 + 英語課堂��； 參考：《教學(xué)與管理》2016年33期

【摘要】：運(yùn)用《小學(xué)英語課堂環(huán)境問卷》和《英語課堂學(xué)習(xí)參與量表》對275名小學(xué)生參與英語課堂學(xué)習(xí)的行為及其知覺到的教師課堂管理行為進(jìn)行考察。結(jié)果發(fā)現(xiàn):小學(xué)生英語課堂學(xué)習(xí)參與行為中情感參與程度最高,行為參與次之,最低的是認(rèn)知參與;不同任課教師班級學(xué)生課堂參與行為呈現(xiàn)差異,其中行為參與以及情感參與的差異顯著,認(rèn)知參與程度無差異;教師課堂管理行為是預(yù)測學(xué)生課堂參與行為的重要變量。此外,課堂秩序、人際關(guān)系、課堂氣氛和學(xué)習(xí)活動(dòng)對學(xué)生課堂學(xué)習(xí)參與行為的各個(gè)方面預(yù)測作用最大。
[Abstract]:The behavior and perceived classroom management behavior of 275 primary school students participating in English classroom learning were investigated by using the Primary School English classroom Environment questionnaire and the English classroom Learning participation scale. The results show that the students' emotional participation is the highest, the behavior participation is the second, and the cognitive participation is the lowest among the primary English classroom learning participation behaviors, and there are differences in the classroom participation behaviors among the students in different classroom classes. Among them, there are significant differences in behavior participation and emotional participation, but there is no difference in the degree of cognitive participation. Teacher classroom management behavior is an important variable to predict students' classroom participation behavior. In addition, classroom order, interpersonal relationships, classroom atmosphere and learning activities are the most important predictors of students' participation in classroom learning.
【作者單位】： 南昌師范高等�？茖W(xué)校;
【基金】：江西省教育科學(xué)“十二五”規(guī)劃課題“小學(xué)英語教師課堂管理中實(shí)踐性知識對教學(xué)的影響研究”(14YB137)的階段性研究成果
【分類號】：G623.31

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