基于自我效能感的高中學優(yōu)生和學困生英語課堂參與的個案研究
發(fā)布時間：2021-02-27 00:39
課堂是學生學習的主要場所,學生課堂參與是教學的關(guān)鍵,積極主動的課堂參與有助于高中生有效學習,也會提高教師教學效率。但是在現(xiàn)有研究中,多數(shù)關(guān)于自我效能感對課堂參與影響的研究都是相關(guān)性研究�；谧晕倚芨薪嵌韧诰�?qū)W生課堂參與差異原因的研究還不夠完善,且研究對象多是大學生和小學生。本論文采用個案研究方法選取沈陽某重點高中同一班級中的六名學生為研究對象從行為參與,認知參與和情感參與三個維度對如下兩個問題進行研究。1.學優(yōu)生和學困生在英語課堂參與的相同點和不同點是什么?2.基于自我效能感分析學優(yōu)生和學困生課堂參與差異的原因是什么?本論文以課堂觀察和訪談為量具了解學優(yōu)生和學困生的課堂參與現(xiàn)狀并比較。再通過半結(jié)構(gòu)訪談從自我效能感角度探索學生課堂參與差異的原因.研究結(jié)果表明:學優(yōu)生和學困生英語課堂參與的相同點體現(xiàn)在行為參與和認知參與上。行為參與中的相同點是由課堂觀察的結(jié)果總結(jié)而出,而認知參與中的相同點是從第一次訪談的結(jié)果中獲得的。（1）回答問題占據(jù)了學生在課堂參與頻率的主體是學生在英語課堂行為參與中的相同點。（2）在認知參與中,學生在英語學習中會使用各種學習策略,但以淺層策略為主。學優(yōu)生和學困生在課堂...
【文章來源】：沈陽師范大學遼寧省
【文章頁數(shù)】：100 頁
【學位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Self-efficacy
2.1.1 Definition of Self-efficacy and Academic Self-efficacy
2.1.2 The Sources of Self-efficacy
2.1.3 The Dimensions of Self-efficacy
2.1.4 The Functions of Self-efficacy
2.2 Achieved Students and Underachieved Students
2.2.1 Definition of Achieved Students
2.2.2 Definition of Underachieved Students
2.3 Student Class Engagement
2.3.1 Definition of Student Class Engagement
2.3.2 Types of Student Class Engagement
2.4 The Relationship between Self-efficacy and Class Engagement
2.5 Previous Studies on Students Class Engagement at Home and Aboard
2.5.1 Previous Studies Abroad
2.5.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Data Collection and Analysis
Chapter 4 Results and Analysis
4.1 Results
4.1.1 Results of Classroom Observation
4.1.2 Results of Interviews
4.2 Discussion
4.2.1 Discussion on the Similarities and Differences in English Class Engagement between Achieved students and Underachieved students
4.2.2 Discussion on the Reasons for Differences in English Class Engagement between Achieved students and Underachieved students basedon the Self-efficacy
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
本文編號：3053416
【文章來源】：沈陽師范大學遼寧省
【文章頁數(shù)】：100 頁
【學位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Self-efficacy
2.1.1 Definition of Self-efficacy and Academic Self-efficacy
2.1.2 The Sources of Self-efficacy
2.1.3 The Dimensions of Self-efficacy
2.1.4 The Functions of Self-efficacy
2.2 Achieved Students and Underachieved Students
2.2.1 Definition of Achieved Students
2.2.2 Definition of Underachieved Students
2.3 Student Class Engagement
2.3.1 Definition of Student Class Engagement
2.3.2 Types of Student Class Engagement
2.4 The Relationship between Self-efficacy and Class Engagement
2.5 Previous Studies on Students Class Engagement at Home and Aboard
2.5.1 Previous Studies Abroad
2.5.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Data Collection and Analysis
Chapter 4 Results and Analysis
4.1 Results
4.1.1 Results of Classroom Observation
4.1.2 Results of Interviews
4.2 Discussion
4.2.1 Discussion on the Similarities and Differences in English Class Engagement between Achieved students and Underachieved students
4.2.2 Discussion on the Reasons for Differences in English Class Engagement between Achieved students and Underachieved students basedon the Self-efficacy
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
本文編號：3053416
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