本文選題：高中生　切入點(diǎn)：英語(yǔ)課堂環(huán)境感知　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】：發(fā)展學(xué)生學(xué)習(xí)策略進(jìn)而提高學(xué)生自主學(xué)習(xí)能力是高中英語(yǔ)課程標(biāo)準(zhǔn)的基本理念之一,而由于英語(yǔ)課堂是學(xué)生習(xí)得英語(yǔ)學(xué)習(xí)策略的重要場(chǎng)所之一,因此研究英語(yǔ)課堂環(huán)境對(duì)于培養(yǎng)高中生的英語(yǔ)學(xué)習(xí)策略具有重要意義。鑒于國(guó)內(nèi)對(duì)于英語(yǔ)課堂環(huán)境與英語(yǔ)學(xué)習(xí)策略相關(guān)性的實(shí)證研究較為缺乏,為了發(fā)現(xiàn)高中生英語(yǔ)課堂環(huán)境感知與其英語(yǔ)學(xué)習(xí)策略的總體情況以及它們的相關(guān)性,本研究以調(diào)查問卷的方式對(duì)漳州市某中學(xué)高一年段的185名學(xué)生的英語(yǔ)課堂環(huán)境感知情況和英語(yǔ)學(xué)習(xí)策略進(jìn)行了調(diào)查。本研究設(shè)置了三個(gè)問題:(1)高中生的課堂環(huán)境感知狀況如何?(2)高中生的學(xué)習(xí)策略狀況如何?(3)高中生的課堂感知與學(xué)習(xí)策略具有什么樣的相關(guān)性?筆者通過SPSS對(duì)調(diào)查結(jié)果進(jìn)行描述性統(tǒng)計(jì)和t檢驗(yàn)后顯示,在英語(yǔ)課堂環(huán)境中,高中生的學(xué)生自主、學(xué)生親和、教師支持得分較高,但是他們的任務(wù)取向、課堂秩序、課堂參與和學(xué)生合作得分較低;同時(shí)高中生的英語(yǔ)學(xué)習(xí)策略總體表現(xiàn)不理想,其中認(rèn)知策略和資源策略得分處于中低水平,這與他們?cè)谡n堂上缺乏有效的練習(xí)活動(dòng)有關(guān)。運(yùn)用雙變量相關(guān)分析后發(fā)現(xiàn)高中生的課堂環(huán)境感知與其英語(yǔ)學(xué)習(xí)策略具有中高度的顯著正相關(guān),達(dá)到0.761。針對(duì)高中生在英語(yǔ)課堂環(huán)境感知和學(xué)習(xí)策略方面存在的問題,本研究提出了以下4個(gè)教學(xué)建議:首先,教師應(yīng)尊重學(xué)生在課堂中的主體地位,構(gòu)建自主、平等、有序的課堂環(huán)境,不僅要賦予學(xué)生學(xué)習(xí)的自主性,也要制定課堂規(guī)則,使課堂教學(xué)高效有序;第二,教師應(yīng)合理設(shè)置課堂教學(xué)任務(wù),使學(xué)生在完成教學(xué)任務(wù)的過程中能習(xí)得相應(yīng)的學(xué)習(xí)策略;第三,教師要充分認(rèn)識(shí)合作學(xué)習(xí)的優(yōu)點(diǎn),在課堂中積極開展學(xué)生合作學(xué)習(xí);第四,教師要優(yōu)化知識(shí)結(jié)構(gòu),提高自身的綜合素質(zhì),在課堂中起到組織者、引導(dǎo)者的作用。本研究的創(chuàng)新之處在于以實(shí)證數(shù)據(jù)驗(yàn)證了高中生的英語(yǔ)課堂環(huán)境感知與其英語(yǔ)學(xué)習(xí)策略具有中高度顯著相關(guān),對(duì)英語(yǔ)課堂環(huán)境感知與英語(yǔ)學(xué)習(xí)策略的相關(guān)研究做出了有益補(bǔ)充,為今后進(jìn)一步研究創(chuàng)造了條件。
[Abstract]:Developing students' learning strategies and improving students' autonomous learning ability is one of the basic concepts of English curriculum standards in senior high schools. English classroom is one of the most important places for students to acquire English learning strategies. Therefore, it is of great significance to study the English classroom environment for the training of senior high school students' English learning strategies. In view of the lack of empirical research on the correlation between English classroom environment and English learning strategies in China, In order to find out the general situation and correlation between English classroom environment perception and English learning strategies of senior high school students, The present study investigates 185 students' perception of English classroom environment and English learning strategies in a senior middle school in Zhangzhou City by means of a questionnaire. The present study sets up three questions: 1) how about the perception of classroom environment among senior high school students? What are the learning strategies of high school students? 3) what is the correlation between classroom perception and learning strategies of senior high school students? The results of descriptive statistics and t-test by SPSS show that in the English classroom environment, high school students' autonomy, student affinity and teachers' support score are higher, but their task orientation and classroom order are higher. The scores of classroom participation and student cooperation are low, and the overall performance of high school students' English learning strategies is not satisfactory, in which cognitive strategies and resource strategies are in the middle and low levels. This is related to their lack of effective exercise activities in class. Using bivariate correlation analysis, it is found that high school students' perception of classroom environment is significantly and positively correlated with their English learning strategies. In view of the problems existing in senior high school students' perception of English classroom environment and learning strategies, this study puts forward the following four teaching suggestions: first, teachers should respect the students' dominant position in the classroom, and construct autonomy and equality. An orderly classroom environment should not only give students the autonomy to learn, but also make classroom rules to make classroom teaching efficient and orderly. Second, teachers should set up classroom teaching tasks reasonably. Third, teachers should fully understand the advantages of cooperative learning and actively develop cooperative learning in class. 4th, teachers should optimize their knowledge structure. The innovation of this study is that the empirical data is used to verify that high school students' perception of English classroom environment is significantly related to their English learning strategies. It provides a useful supplement to the research on English classroom environment perception and English learning strategies, which will create conditions for further study.
【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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