作為一種教學(xué)活動(dòng),英語教學(xué)是在一定的英語課堂環(huán)境中進(jìn)行的。根據(jù)Lewin（1936）的心理動(dòng)力場(chǎng)理論,人的外在行為表現(xiàn)是個(gè)體所處周圍環(huán)境與自身的內(nèi)在因素交互作用的產(chǎn)物,因此,課堂環(huán)境可能會(huì)直接或間接地影響學(xué)生的課堂行為。考察外語課堂環(huán)境與學(xué)生課堂行為的關(guān)系,旨在挖掘課堂環(huán)境影響學(xué)生課堂行為的因素,對(duì)于優(yōu)化英語課堂環(huán)境、提升教學(xué)質(zhì)量有積極意義。本文基于Lewin的心理動(dòng)力場(chǎng)理論、默里的需要-壓力理論,采用量化與質(zhì)化相結(jié)合的研究方法,以伊寧市某中學(xué)八年級(jí)的215名學(xué)生為研究對(duì)象,對(duì)學(xué)生的課堂環(huán)境感知與其課堂行為表現(xiàn)之間的關(guān)系展開實(shí)證研究。具體研究問題如下:1.初中生對(duì)課堂環(huán)境的感知總體狀況和課堂行為的總體表現(xiàn)狀況如何?2.高分組和低分組學(xué)生在課堂環(huán)境感知以及課堂行為表現(xiàn)上分別有何差異?3.初中生的課堂環(huán)境感知與課堂行為之間是否有相關(guān)性?若有,是怎樣的相關(guān)性?4.初中生的課堂環(huán)境感知對(duì)其課堂行為的預(yù)測(cè)程度如何?通過SPSS19.0對(duì)數(shù)據(jù)的描述性統(tǒng)計(jì)分析、獨(dú)立樣本t檢驗(yàn)、相關(guān)性分析以及多元線性回歸分析,結(jié)果顯示:第一,總體上,初中生對(duì)課堂環(huán)境的感知狀況及其課堂行為表現(xiàn)良好。在課堂環(huán)境的感知上,... 

【文章來源】：伊犁師范大學(xué)新疆維吾爾自治區(qū)

【文章頁數(shù)】：72 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Relevant Concepts
        2.1.1 Classroom Environment
        2.1.2 Classroom Behavior
    2.2 Theoretical Basis
        2.2.1 Field Theory
        2.2.2 Needs-Press Theory
    2.3 Relevant Researches on Classroom Environment and Classroom Behavior Abroadand at Home
        2.3.1 Relevant Researches on Classroom Environment and Classroom BehaviorAbroad
        2.3.2 Relevant Researches on Classroom Environment and Classroom Behavior atHome
Chapter 3 Research Method
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Questionnaire
        3.4.2 Interview
        3.4.3 Test Paper
    3.5 Research Procedures
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter 4 Data Analysis and Discussion
    4.1 Overall Situation of Students’Perceptions of Classroom Environment and Students’Classroom Behavior
        4.1.1 Overall Situation of Students’Perceptions of Classroom Environment
        4.1.2 Overall Situation of Students’Classroom Behavior
    4.2 Differences in Students’Perceptions of Classroom Environment and Differences inClassroom Behavior between High Level Group and Low Level Group
        4.2.1 Differences in Students’Perceptions of Classroom Environment between HighLevel Group and Low Level Group
        4.2.2 Differences in Classroom Behavior between High Level Group and Low LevelGroup
    4.3 Correlation between Students’Perception of Classroom Environment and TheirClassroom Behavior
    4.4 The Predictive Validity of Students’Perceptions of Classroom Environment on TheirClassroom Behavior
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
Bibliography
AppendixⅠ:Questionnaire
AppendixⅡ:Interview Outline
AppendixⅢ:Interview Sample
AppendixⅣ:Test paper
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