本文選題：初中　切入點：英語學(xué)習(xí)　出處：《魯東大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)習(xí)投入是一種與學(xué)習(xí)相關(guān)、持久的、積極的情感和認知的心理狀態(tài),它包括學(xué)生的情感投入、行為投入和認知投入。情感投入包括成功感、厭倦感、焦慮感和孤獨感。行為投入包括課上投入和課下投入。認知投入指的是學(xué)習(xí)在學(xué)習(xí)中運用學(xué)習(xí)策略。學(xué)生學(xué)習(xí)投入的水平和深度對學(xué)生的學(xué)習(xí)以及教師的教學(xué)有直接的影響。目前有關(guān)中學(xué)生學(xué)習(xí)投入的研究少之又少,尤其是英語學(xué)習(xí)投入。因此研究初中生英語學(xué)習(xí)投入非常有意義。它能夠豐富初中英語教學(xué),促進學(xué)生學(xué)習(xí)效率,尤其是促進學(xué)生的學(xué)習(xí)心里和態(tài)度。教育者們也可以從這次研究中獲得一些啟示。本文研究的問題是初中生英語學(xué)習(xí)投入現(xiàn)狀。從情感投入,行為投入,認知投入三個維度進行研究。本文將回答以下問題:(1)初中生英語學(xué)習(xí)情感投入現(xiàn)狀如何?(2)初中生英語學(xué)習(xí)行為投入現(xiàn)狀如何?(3)初中生英語學(xué)習(xí)認知投入現(xiàn)狀如何?(4)不同年級,不同性別的初中生英語學(xué)習(xí)投入情況有何不同?本文研究對象為初中學(xué)生。通過修改孔企平教授的初中生學(xué)習(xí)投入調(diào)查問卷,對300名初中生進行問卷調(diào)查,對6名教師以及6名學(xué)生進行訪談,采用定性與定量相結(jié)合的方式,分析數(shù)據(jù)。根據(jù)數(shù)據(jù)分析結(jié)果,初中生英語學(xué)習(xí)投入總體情況如下:初中生在英語學(xué)習(xí)行為投入方面表現(xiàn)的最好,認知投入水平居中,情感投入是表現(xiàn)的最差的。初中生男女英語學(xué)習(xí)投入存在差異,女生在英語情感投入,行為投入和認知投入上做得普遍都比男生要好。初中生英語學(xué)習(xí)投入在年級上也存在明顯的差別,九年級的英語學(xué)習(xí)投入做的最好,八年級的英語學(xué)習(xí)投入處于中等水平,六年級學(xué)習(xí)投入是最差的。在英語情感投入方面,學(xué)生普遍能夠獲得成功感,但是有強烈的厭倦感,焦慮感以及孤獨感。在英語行為投入方面,學(xué)生在英語課堂的參與度并不高,課下很少會再花時間學(xué)習(xí)英語。在英語認知投入方面,學(xué)生不善于做英語筆記,不善于制定英語計劃,更不善于進行深入的思考,這也是他們在考試中反復(fù)犯同樣錯誤的一個原因。鑒于學(xué)生英語學(xué)習(xí)投入存在的這些問題以及影響的因素,作者從四個方面提出了合理的建議:給老師的建議,給學(xué)生的建議,給學(xué)校的建議,給教育者的建議。提高中學(xué)生的英語學(xué)習(xí)投入需要教師,學(xué)生,學(xué)校以及教育者共同的努力。
[Abstract]:Learning commitment is a learning-related, lasting, positive emotional and cognitive state of mind that includes students' emotional, behavioral, and cognitive involvement. Emotional engagement includes feelings of success, boredom, etc. Anxiety and loneliness. Behavioral involvement includes both classroom and off-class involvement. Cognitive engagement refers to the use of learning strategies in learning. The level and depth of students' involvement in learning has a significant impact on students' learning and teachers' teaching. Direct impact. At present, there are very few studies on the study input of middle school students. Especially English learning investment. Therefore, it is very meaningful to study junior high school students' English learning investment. It can enrich junior middle school English teaching and promote students' learning efficiency. Educators can also get some enlightenment from this study. The problem of this paper is the current situation of junior high school students' English learning investment. This paper will answer the following question: 1) what is the current situation of junior high school students' affective involvement in English learning? What is the current situation of junior high school students' involvement in English learning behavior? What is the current situation of junior high school students' cognitive input in English learning? (4) what are the differences in English learning input among junior high school students of different grades and different genders? By revising the questionnaire of junior high school students' learning engagement, 300 junior high school students were investigated, 6 teachers and 6 students were interviewed, and the qualitative and quantitative methods were adopted. According to the data analysis results, the overall situation of junior high school students' English learning investment is as follows: junior high school students have the best performance in English learning behavior investment, and the cognitive investment level is the middle. Emotional input is the worst performance. There is a difference between male and female junior high school students in English learning investment, girls in English emotional input, Behavioral and cognitive input are generally better than boys. Junior high school students also have significant differences in English learning investment in grade, ninth grade English learning investment is the best, eighth grade English learning investment is at the medium level. In English, students generally have a sense of success, but they have a strong sense of boredom, anxiety and loneliness. Students' participation in English classes is not high, and they seldom spend time learning English after class. In terms of English cognitive input, students are not good at taking notes, not good at making English plans, and not good at in-depth thinking. This is one of the reasons why they made the same mistakes again and again in the exam. In view of the problems existing in the students' English learning input and the factors affecting them, the author puts forward some reasonable suggestions from four aspects: advice to the teacher and advice to the students. Teachers, students, schools and educators are required to make joint efforts to improve the English learning commitment of middle school students.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前1條

1 蔡敏;劉璐;;美國中小學(xué)生“學(xué)習(xí)投入”測量之研究及啟示[J];教育測量與評價(理論版);2014年10期

，

本文編號：1581284