本文關(guān)鍵詞：問題式教學(xué)法對提升非英語專業(yè)學(xué)生英語自我效能感的作用研究　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：自我效能感是指人對自己能否成功地進(jìn)行某一行為的主觀判斷,是自信心在某項任務(wù)中的具體表現(xiàn)。它作為一個重要的個體情感因素,通過認(rèn)知、動機、情感和選擇過程進(jìn)而影響一個人的成就。然而在傳統(tǒng)的大學(xué)英語課堂上,非英語專業(yè)大學(xué)生的情感因素長久地被忽視了。許多非英語專業(yè)學(xué)生沒有學(xué)習(xí)英語的動機,因為他們對英語學(xué)習(xí)沒有興趣甚至喪失了信心。許多專家學(xué)者也進(jìn)行了一些研究以期提高學(xué)生的自我效能感,但很少有學(xué)者從教學(xué)法的角度來研究如何提高非英語專業(yè)學(xué)生的自我效能感。問題式教學(xué)法作為一種新型的教學(xué)方法,它以問題為起點,學(xué)生在教師的指導(dǎo)下,通過寫作、獨立探究等方式以提高問題解決的能力、知識的掌握以及認(rèn)知情感態(tài)度的培養(yǎng)。問題式教學(xué)法強調(diào)學(xué)生的積極參與,密切關(guān)注他們在學(xué)習(xí)過程中所表現(xiàn)出來的態(tài)度情緒等情感因素,有助于激發(fā)學(xué)生的學(xué)習(xí)興趣及學(xué)習(xí)動機。自問題式教學(xué)法問世以來,已有許多專家學(xué)者研究其在英語學(xué)習(xí)方面的作用,但實證性研究較少,而從問題式教學(xué)法角度來探究其對學(xué)生自我效能感作用的研究則更為少見。本文旨在探究問題式教學(xué)法對非英語專業(yè)學(xué)生英語自我效能感的作用,以期為大學(xué)英語教學(xué)提供建議。本研究致力于探索以下兩個問題:(1)哪種教學(xué)法能有效提升非英語專業(yè)大學(xué)生的自我效能感,問題式教學(xué)法或是傳統(tǒng)教學(xué)法?(2)問題式教學(xué)法是否對非英語專業(yè)學(xué)生的英語水平產(chǎn)生影響?為了達(dá)到本研究的目的,筆者以自我效能感理論及其他相關(guān)理論等為理論基礎(chǔ),于2015年上半年將問題式教學(xué)法應(yīng)用于大學(xué)英語課堂,在山東廣播電視大學(xué)開展了為期16周的實驗研究。兩個平行班的92名學(xué)生被選為研究對象。筆者隨機選取其中一個班級作為實驗班采用問題式教學(xué)法,另外一個班級為控制班采用傳統(tǒng)的英語教學(xué)方法,并根據(jù)學(xué)生的英語自我效能感水平把實驗班的學(xué)生分為高自我效能者和低自我效能者,以此作為分組的依據(jù)。本次教學(xué)實驗的研究工具包括英語學(xué)習(xí)自我效能感量表以及英語水平測試卷。筆者采用定量及定性研究的方法,將實驗數(shù)據(jù)錄入SPSS17.0對英語自我效能感量表及英語測試卷進(jìn)行分析,得出實驗結(jié)論。研究結(jié)果表明,(1)與傳統(tǒng)英語教學(xué)方法相比問題式教學(xué)法確實能更有效地提升非英語專業(yè)學(xué)生的英語自我效能感(2)問題式教學(xué)法能夠有效地提升學(xué)生學(xué)習(xí)英語的熱情并促進(jìn)其英語水平的提高。最后,筆者建議為改變當(dāng)前大學(xué)英語課堂教學(xué)的現(xiàn)狀,應(yīng)有效地將問題式教學(xué)法引進(jìn)大學(xué)英語教學(xué),以便幫助學(xué)生有效提升自我效能感,取得更大進(jìn)步。然而,由于一些客觀因素與主觀因素限制,如實驗時間較短,對數(shù)據(jù)的處理和分析不夠深入,以及研究者能力限制,本研究難免存在缺陷。這些工作尚需要進(jìn)一步的研究和探索。
[Abstract]:Self efficacy refers to the subjective judgment of their own ability to successfully carry out an action, is a concrete manifestation of self-confidence in a task. It is one of important individual affective factors, motivation, and then through the cognition, emotion and selection process to affect a person's achievement. But in the traditional college English classroom on the affective factors of non English majors has been neglected for a long time. Many non English majors have no motivation for learning English, because they have no interest in learning English and even the loss of confidence. Many experts and scholars have conducted some research in order to improve the students' self-efficacy, but few scholars from the Perspective of teaching method to study how to improve non English Major Students' self-efficacy. As a new teaching method of problem teaching method, it takes question as the starting point, the students under the guidance of teachers, through the Writing, independent inquiry etc. in order to improve the ability of problem solving, culture knowledge and cognitive emotional attitude. Actively participate in the problem-based teaching method emphasizes students' emotional attitude, pay close attention to affective factors such as out of their performance in the learning process, learning interest and learning motivation will help to stimulate students to ask out. Question teaching method, many experts and scholars have studied its role in English learning, but less empirical research, from the angle of question teaching method to explore its effect on students' self-efficacy research is more rare. This paper aims to explore the problems of teaching method on non English Majors' English self-efficacy the role, in order to provide suggestions for College English teaching. This study aims to explore the following two questions: (1) what kind of teaching method can effectively improve the non English Majors' self Self-efficacy, problem teaching method and traditional teaching method? (2) whether the question type teaching method on non English Majors' English influence? In order to achieve the purpose of this study, based on self-efficacy theory and other related theories as the theoretical basis, in the first half of 2015 will be the problem teaching method on the College English Teaching in Shandong TV University, experimental research was carried out for 16 weeks. 92 students in two classes were chosen as the research object. The author randomly selected one class as the experimental class with the teaching method, another class adopted the traditional English teaching method for the control class, and according to the students English Self-efficacy level of the students in the experimental class were divided into high self-efficacy and low self-efficacy, as grouped on the basis of research tools. The experiment includes English learning self Efficacyscale and English proficiency test. The author uses the method of quantitative and qualitative research, the experimental data into SPSS17.0 of English self-efficacy scale and English test volume analysis, draw a conclusion of the experiment. The results showed that (1) compared with the traditional English teaching method of problem-based teaching method can more effectively improve non English Majors' English self-efficacy (2) problem based teaching method can effectively improve the students' enthusiasm of learning English and improve their English level. Finally, the author suggests to change the current situation of College English classroom teaching, should be effectively the problem teaching method in College English teaching, in order to help students improve self-efficacy, make greater progress. However, due to some subjective factors and subjective factors, such as the short experimental time, the data processing and analysis is not deep enough, As well as the limitations of the researchers' ability, this study is unavoidable. These work needs further research and exploration.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319.3
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本文編號：1392325