發(fā)布時(shí)間：2018-03-01 05:21

  本文關(guān)鍵詞： 初中 英語學(xué)習(xí)態(tài)度 認(rèn)知水平 情感體驗(yàn) 行為傾向　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：英語學(xué)習(xí)態(tài)度在初中英語教學(xué)中至關(guān)重要。然而在實(shí)際英語教學(xué)中,教師往往會(huì)忽視學(xué)生英語學(xué)習(xí)態(tài)度的個(gè)體差異。新課標(biāo)要求教師在教學(xué)中應(yīng)面向全體學(xué)生,關(guān)注學(xué)生個(gè)體差異。學(xué)生的個(gè)體認(rèn)知、情感、行為會(huì)影響到其英語學(xué)習(xí)態(tài)度。通過了解學(xué)生不同的英語學(xué)習(xí)態(tài)度,教師可及時(shí)發(fā)現(xiàn)學(xué)生在英語學(xué)習(xí)態(tài)度上存在的問題,并找到引導(dǎo)及培養(yǎng)初中生形成良好英語學(xué)習(xí)態(tài)度的有效方式,進(jìn)而更好地幫助不同英語學(xué)習(xí)態(tài)度的學(xué)生提高英語成績。本文以美國社會(huì)心理學(xué)家Rosenberg和Hoveland的態(tài)度三元論即態(tài)度A-B-C三維結(jié)構(gòu)理論為基礎(chǔ),以太原市萬柏林三中初二年級(jí)228名學(xué)生為研究對(duì)象,緊扣以下問題進(jìn)行探討:1、初中生的英語學(xué)習(xí)態(tài)度整體情況如何?2、從性別上看,男生和女生的英語學(xué)習(xí)態(tài)度在情感體驗(yàn)、行為傾向以及認(rèn)知水平三個(gè)維度上是否存在差異?若有,具體表現(xiàn)在哪些方面?3、從英語水平上看,高水平組和低水平組的英語學(xué)習(xí)態(tài)度在情感體驗(yàn)、行為傾向以及認(rèn)知水平三個(gè)維度上是否存在差異?這些差異是如何分布在這三個(gè)維度的?為探究上述問題,筆者收集了這228名研究對(duì)象的英語學(xué)習(xí)態(tài)度問卷以及四次英語單科成績。后期經(jīng)筆者整理,共獲得有效問卷211份并運(yùn)用于最終統(tǒng)計(jì)分析。最后筆者使用SPSS17.0軟件對(duì)所收集到的數(shù)據(jù)進(jìn)行分析,探討學(xué)生的英語學(xué)習(xí)態(tài)度在3個(gè)維度,10項(xiàng)內(nèi)容及50個(gè)態(tài)度因子上的分布和差異情況。研究發(fā)現(xiàn):1、初中生的英語學(xué)習(xí)態(tài)度整體表現(xiàn)良好,特別在對(duì)學(xué)習(xí)目的及意義、學(xué)習(xí)成績的認(rèn)識(shí)和復(fù)習(xí)考試中的行為表現(xiàn)方面。2、從性別上看,男生和女生的英語學(xué)習(xí)態(tài)度分別在認(rèn)知水平、情感體驗(yàn)及行為傾向這3個(gè)維度及英語學(xué)習(xí)態(tài)度的10項(xiàng)內(nèi)容上都具有顯著性差異,并且從整體來看,女生的英語學(xué)習(xí)態(tài)度普遍優(yōu)于男生,尤其在行為傾向維度、對(duì)學(xué)習(xí)目的及意義的認(rèn)識(shí)、學(xué)習(xí)中排除困難及抗拒干擾的行為表現(xiàn)方面。3、從英語水平上看,高水平組和低水平組的英語學(xué)習(xí)態(tài)度分別在認(rèn)知水平、情感體驗(yàn)及行為傾向這3個(gè)維度及英語學(xué)習(xí)態(tài)度的10項(xiàng)內(nèi)容上都具有顯著性差異,并且高水平組的英語學(xué)習(xí)態(tài)度普遍明顯優(yōu)于低水平組,尤其在行為傾向維度、求知欲和學(xué)習(xí)中排除困難的行為表現(xiàn)、學(xué)習(xí)方法的掌握方面。此外,筆者在調(diào)查過程中還發(fā)現(xiàn)有近一半的學(xué)生因上英語課教師提問而感到焦慮不安�；谝陨涎芯堪l(fā)現(xiàn),筆者結(jié)合初中生在不同維度和不同內(nèi)容上的英語學(xué)習(xí)態(tài)度特點(diǎn)進(jìn)行分析,探討初中生英語學(xué)習(xí)態(tài)度,并對(duì)英語教師教學(xué)提供一些參考性建議。本研究旨在了解初中生英語學(xué)習(xí)態(tài)度現(xiàn)狀,為教師因材施教提供相關(guān)教學(xué)啟示。
[Abstract]:English learning attitude is very important in junior middle school English teaching. However, in practical English teaching, teachers tend to ignore the individual differences of students' English learning attitudes. Pay attention to students' individual differences. Students' individual cognition, emotion and behavior will affect their English learning attitude. By understanding students' different English learning attitudes, teachers can find out the problems existing in students' English learning attitudes in time. And find an effective way to guide and cultivate junior high school students to form good English learning attitude. Then it can better help students with different English learning attitudes to improve their English performance. This paper is based on the attitude Ternary Theory proposed by American social psychologists Rosenberg and Hoveland, that is, attitude A-B-C three-dimensional structure theory. Taking 228 students of Grade two of WanBerlin Middle School in Taiyuan as the research object, the following questions are closely discussed: 1. What is the overall situation of junior high school students' English learning attitude? 2. From the gender point of view, are there differences between boys and girls in the three dimensions of emotional experience, behavioral tendency and cognitive level? If so, in what areas? (3) from the perspective of English proficiency, are there any differences in English learning attitudes between the high level group and the low level group in the three dimensions of affective experience, behavioral tendency and cognitive level? How are these differences distributed in these three dimensions? In order to explore the above questions, the author collected the English learning attitude questionnaire and four English single subjects' scores of 228 subjects. A total of 211 valid questionnaires were obtained and applied to the final statistical analysis. Finally, the author used SPSS17.0 software to analyze the collected data. To explore the distribution and difference of students' English learning attitude in three dimensions, including 10 items and 50 attitude factors, it was found that the middle school students' English learning attitude had a good overall performance, especially on the purpose and significance of learning. The cognition of academic achievement and the behavior performance of the review test. From the gender perspective, boys and girls' English learning attitudes are at the cognitive level, respectively. There were significant differences in the three dimensions of affective experience and behavioral orientation and the 10 aspects of English learning attitude. On the whole, female students' English learning attitude was generally superior to that of boys, especially in the behavioral orientation dimension. To understand the purpose and meaning of learning, to eliminate difficulties and resist interference in learning, and to show that the English learning attitude of high level group and low level group were at cognitive level, from the perspective of English proficiency, There were significant differences in the three dimensions of affective experience and behavioral orientation and the 10 items of English learning attitude. The English learning attitude of the high level group was generally superior to that of the low level group, especially in the behavioral orientation dimension. In addition, the author also found that nearly half of the students were anxious because of asking questions from English teachers during the survey. Based on the findings of the above study, Based on the characteristics of junior high school students' English learning attitudes in different dimensions and contents, the author explores junior high school students' English learning attitudes. The purpose of this study is to understand the present situation of junior high school students' English learning attitude and to provide relevant teaching enlightenment for teachers in accordance with their aptitude.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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