發(fā)布時(shí)間：2018-03-22 08:04

  本文選題：“內(nèi)初班”　切入點(diǎn)：英語　出處：《石河子大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：英語學(xué)業(yè)情緒是學(xué)生在英語學(xué)習(xí)時(shí)所體驗(yàn)的各種情緒,包括積極高喚醒、積極低喚醒、消極高喚醒和消極低喚醒四種情緒。本研究以Pekrun等人提出的“控制—價(jià)值理論”為理論基礎(chǔ),以新疆某市840名“內(nèi)初班”學(xué)生為研究對(duì)象,以《中學(xué)生英語學(xué)業(yè)情緒量表》、《中學(xué)生英語學(xué)習(xí)自我效能感量表》和《中學(xué)生英語課堂環(huán)境量表》為研究工具進(jìn)行調(diào)查研究,旨在探求新疆“內(nèi)初班”學(xué)生英語學(xué)業(yè)情緒、自我效能感與課堂環(huán)境的關(guān)系,為提高“內(nèi)初班”英語教與學(xué)的水平提供新思路。研究結(jié)論如下:(1)“內(nèi)初班”學(xué)生在英語學(xué)習(xí)中體驗(yàn)到較多的積極高喚醒情緒、積極低喚醒情緒和消極高喚醒情緒,且體驗(yàn)到的積極情緒大于消極情緒;有較高的英語學(xué)習(xí)自我效能感;感知到的課堂環(huán)境較好。(2)在性別方面,男生體驗(yàn)到的“積極高喚醒情緒”顯著多于女生,但在英語學(xué)習(xí)自我效能感各個(gè)維度和課堂環(huán)境各個(gè)維度得分顯著低于女生。生活區(qū)域上,北疆學(xué)生在“積極高喚醒情緒”、“課程應(yīng)對(duì)感”和“合作”維度上的得分顯著大于南疆;南疆學(xué)生在“消極高喚醒情緒”和“教師支持”維度得分顯著大于北疆。在年級(jí)上,低年級(jí)學(xué)生的積極情緒得分顯著高于高年級(jí)學(xué)生,消極情緒顯著低于高年級(jí)學(xué)生;英語學(xué)習(xí)自我效能感會(huì)隨著年級(jí)的增加先降低后升高,各年級(jí)的自我效能感之間有顯著的差異;學(xué)生在“教師支持”和“合作”兩個(gè)維度上得分隨著年級(jí)的增高而顯著增加。在民族上,積極高喚醒情緒、目標(biāo)自信感和課程應(yīng)對(duì)感在不同民族學(xué)生的得分上有顯著差異,得分順序從高到低依次為漢族、回族、哈薩克族、維吾爾族和柯爾克孜族。(3)“內(nèi)初班”學(xué)生積極的英語學(xué)業(yè)情緒與英語學(xué)習(xí)自我效能感呈顯著的正相關(guān)關(guān)系,消極的學(xué)業(yè)情緒與自我效能感呈顯著的負(fù)相關(guān)關(guān)系;積極的英語學(xué)業(yè)情緒和英語課堂環(huán)境各維度之間呈顯著的正相關(guān)關(guān)系,消極情緒與課堂環(huán)境各維度呈顯著的負(fù)相關(guān)關(guān)系。英語學(xué)習(xí)自我效能感與英語課堂環(huán)境的“學(xué)生親和”維度關(guān)系不顯著,與英語課堂環(huán)境的其他四個(gè)維度之間呈顯著的相關(guān)關(guān)系。(4)“內(nèi)初班”學(xué)生英語學(xué)習(xí)自我效能感在課堂環(huán)境和積極學(xué)業(yè)情緒之間起部分中介作用。(5)“內(nèi)初班”學(xué)生英語學(xué)習(xí)自我效能感在課堂環(huán)境和消極學(xué)業(yè)情緒之間起完全中介作用。根據(jù)研究結(jié)果,為提高“內(nèi)初班”學(xué)生英語學(xué)習(xí)提出以下建議:(1)優(yōu)化英語教學(xué)方法,兼顧不同進(jìn)度學(xué)生;(2)改善英語學(xué)習(xí)策略,提高英語學(xué)習(xí)效率;(3)加強(qiáng)心理健康教育,完善心理預(yù)警體制。
[Abstract]:English academic emotion is a variety of emotions experienced by students in English learning, including positive high arousal, positive low arousal. This study is based on the theory of "control-value theory" put forward by Pekrun et al, and takes 840 "initial class" students in a certain city of Xinjiang as the object of study, and the four emotions of negative high arousal and negative low-arousal arousal are four kinds of emotion. The English academic emotion scale for middle school students, the Self-efficacy scale for Middle School students' English Learning and the English classroom Environment scale for Middle School students were used to investigate the students' English academic emotions in Xinjiang. The relationship between self-efficacy and classroom environment provides a new way to improve the level of English teaching and learning in the first class. The conclusions are as follows: (1) students in the first class experience more positive and arousal emotions in English learning. The positive low arousal emotion and the negative high arousal emotion, and the experience positive emotion is bigger than the negative emotion; has the higher English study self-efficacy sense; perceives the classroom environment to be better. Male students experienced significantly more "positive high-arousal emotions" than girls, but the scores of each dimension of English learning self-efficacy and classroom environment were significantly lower than that of female students. The scores of students in Northern Xinjiang on the dimensions of "positive high arousal emotion", "curriculum coping sense" and "cooperation" were significantly higher than those in southern Xinjiang, and the scores of students in "negative high arousal emotion" and "teacher support" in south Xinjiang were significantly higher than those in Northern Xinjiang. The scores of positive emotion and negative emotion of the junior students were significantly higher than those of the senior students, while the negative emotions were significantly lower than those of the senior students, and the sense of self-efficacy in English learning decreased first and then increased with the increase of grade. The scores of students in the dimensions of "teacher support" and "cooperation" increased with the increase of grade. There were significant differences in scores between students of different nationalities in terms of goal self-confidence and curriculum coping. The order of scores from high to low was Han, Hui and Kazak. Uygur and Kirgiz students' positive English academic emotion was positively correlated with English learning self-efficacy, and negative academic emotion was negatively correlated with self-efficacy. There is a significant positive correlation between positive English academic emotion and each dimension of English classroom environment. Negative emotion has a significant negative correlation with each dimension of classroom environment, but there is no significant relationship between English learning self-efficacy and "student affinity" in English classroom environment. There is a significant correlation with the other four dimensions of English classroom environment.) the "first class" students' self-efficacy in English learning plays a part of intermediary role between classroom environment and positive academic emotion. Learning self-efficacy plays a full role in mediating between classroom environment and negative academic emotions. According to the results of the study, In order to improve the students' English learning in the first class, the following suggestions are put forward: 1) to optimize English teaching methods, 2) to improve English learning strategies, 3) to strengthen mental health education and to perfect the psychological early warning system.
【學(xué)位授予單位】：石河子大學(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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