本文選題：小學(xué)生　切入點：英語學(xué)習(xí)　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)習(xí)情感指學(xué)習(xí)者在學(xué)習(xí)過程中的感情、感覺、情緒和態(tài)度,情感狀態(tài)在很大程度上影響并制約學(xué)習(xí)者的學(xué)習(xí)行為和學(xué)習(xí)結(jié)果。保持積極的英語學(xué)習(xí)情感是英語學(xué)習(xí)成功的關(guān)鍵。自2001年英語新課標(biāo)頒布以來,培養(yǎng)積極的情感態(tài)度已經(jīng)成為小學(xué)英語教師的共識,但筆者在教學(xué)實踐中發(fā)現(xiàn)小學(xué)英語老師對新課標(biāo)中的情感態(tài)度目標(biāo)還不能完全落實。本研究希望通過對小學(xué)生英語學(xué)習(xí)情感因素中的動機、焦慮和自我概念三方面的調(diào)查分析,小學(xué)英語教師能夠理解其內(nèi)涵及重要性,將培養(yǎng)英語學(xué)習(xí)情感的意識轉(zhuǎn)化為教學(xué)行為貫徹在日常教學(xué)中,反思以往教學(xué)實踐中的成功與不足,不斷改進和優(yōu)化教學(xué)策略。小學(xué)英語學(xué)習(xí)的課堂充滿生機和活力,積極情感得以激發(fā)和持續(xù),全人發(fā)展得以實現(xiàn)。本研究的理論基礎(chǔ)為外語學(xué)習(xí)中的動機理論、焦慮理論和自我概念理論。研究對象為淄博市博山區(qū)某小學(xué)五年級兩個班的93名學(xué)生和博山區(qū)10名教師。研究問題分別為:小學(xué)生英語學(xué)習(xí)情感因素現(xiàn)狀的積極方面是什么?存在的不足及原因是什么?完善不足的教學(xué)策略有哪些?研究工具為學(xué)生調(diào)查問卷、學(xué)生訪談和教師訪談,研究數(shù)據(jù)通過數(shù)據(jù)處理軟件SPSS19.0進行處理。調(diào)查研究結(jié)果顯示:小學(xué)生英語學(xué)習(xí)情感因素現(xiàn)狀的積極方面有,內(nèi)在動機、工具性動機和成效動機比較強。測試、交流焦慮和負(fù)評價焦慮存在,但水平較低。英語聽力、口語自我概念較高。存在的不足之處及形成原因為,英語學(xué)習(xí)動機不能很好地持續(xù),原因是上課不能全身心投入,小學(xué)生不能切身感受到英語學(xué)習(xí)的意義,課堂上機械朗讀課文,運用英語的機會不多,沒有養(yǎng)成及時預(yù)習(xí)復(fù)習(xí)的學(xué)習(xí)習(xí)慣,對過程性評價倦怠。焦慮存在并妨礙后續(xù)學(xué)習(xí),原因與語言不夠熟練有關(guān),也與語言交流氛圍不夠濃厚、語言輸出活動參與少、性格內(nèi)向和教師的負(fù)面評價有關(guān)。閱讀、總體英語自我概念有待提高,原因是小學(xué)生沒有系統(tǒng)充分地練習(xí)拼讀規(guī)則,詞匯積累少閱讀體驗較少,閱讀能力較低,學(xué)習(xí)經(jīng)歷學(xué)習(xí)成績不夠理想導(dǎo)致總體英語自我評價不高。針對以上問題,筆者認(rèn)為教師應(yīng)該采取的教學(xué)策略有:教師調(diào)試狀態(tài),優(yōu)化師生關(guān)系;建立有序課堂,創(chuàng)設(shè)學(xué)習(xí)氛圍;認(rèn)識學(xué)習(xí)價值,課程相關(guān)生活;設(shè)置發(fā)展目標(biāo),充分體驗語言;培養(yǎng)良好習(xí)慣,增強自我效能;依托課程資源,提高自我概念。小學(xué)階段是英語學(xué)習(xí)的啟蒙階段也是人生的初始階段,培養(yǎng)積極的學(xué)習(xí)情感對人生發(fā)展具有奠基意義。希望本研究能夠?qū)πW(xué)生英語學(xué)習(xí)積極情感的培養(yǎng)研究提供理論支持和實踐參考。
[Abstract]:Learning emotion refers to the feelings, feelings, emotions and attitudes of learners in the process of learning. Affective state influences and restricts learners' learning behavior and learning results to a large extent. Maintaining positive English learning emotions is the key to success in English learning. Since 2001, the new English Curriculum Standard has been issued. Cultivating a positive emotional attitude has become a common understanding among English teachers in primary schools. However, the author finds out in the teaching practice that the English teachers' emotional attitude goal to the new curriculum standard has not been fully implemented. This study hopes to investigate and analyze the motivation, anxiety and self-concept of the pupils' English learning affective factors. Primary English teachers can understand its connotation and importance, transform the consciousness of cultivating English learning emotion into teaching behavior in daily teaching, and reflect on the successes and shortcomings in the past teaching practice. The classroom of primary school English learning is full of vigor and vitality, the positive emotion is stimulated and sustained, and the whole human development is realized. The theoretical basis of this study is motivation theory in foreign language learning. Anxiety theory and self-concept theory. The subjects of the study are 93 students in two classes of grade five in a primary school in Zibo City and 10 teachers in Boshan District. The research questions are: what are the positive aspects of the present situation of English learning affective factors in primary school students? What are the shortcomings and reasons? What are the inadequate teaching strategies? The research tools are student questionnaire, student interview and teacher interview. The data are processed by data processing software SPSS19.0. The results show that there are positive aspects and intrinsic motivation in the present situation of students' English learning affective factors. Instrumental motivation and effect motivation are relatively strong. Test, communication anxiety and negative evaluation anxiety exist, but the level is lower. English listening, oral self-concept is higher. English learning motivation can not be very good, because the class can not be fully committed, the primary school students can not feel the meaning of English learning, reading the text mechanically in class, there are few opportunities to use English. The anxiety exists and hinders the follow-up study, which is related to the lack of proficiency in the language, the lack of a strong atmosphere of language communication, and the lack of participation in the activities of language output. Introversion is related to the negative evaluation of teachers. Reading, the overall English self-concept needs to be improved, the reason is that pupils do not fully practice spelling rules systematically, vocabulary accumulation, less reading experience, less reading ability. In view of the above problems, the author thinks that teachers should adopt the following teaching strategies: debugging state of teachers, optimizing teacher-student relationship, establishing orderly classroom and creating learning atmosphere; Understand the value of learning, curriculum related life, set development goals, fully experience language, cultivate good habits, enhance self-efficacy, rely on curriculum resources, Improve self-concept. Primary school is the enlightenment stage of English learning and the initial stage of life. It is hoped that this study can provide theoretical support and practical reference for the cultivation of English learning positive emotions of primary school students.
【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】：2017
【分類號】：G623.31

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