本文選題：學(xué)生參與　切入點：行為參與　出處：《石河子大學(xué)》2017年碩士論文

【摘要】：自2003年《關(guān)于在烏魯木齊市等八個城市開辦新疆區(qū)內(nèi)初中班的通知》和《新疆維吾爾自治區(qū)開辦區(qū)內(nèi)初中班實施意見(試行)》政策頒布以來,新疆內(nèi)初中班(簡稱內(nèi)初班)的教學(xué)模式、管理方式等日漸規(guī)范,形成了濃厚的民族特色、民族文化和學(xué)習(xí)風(fēng)采,與本地班學(xué)生的學(xué)習(xí)狀況相比,呈現(xiàn)出不同的學(xué)習(xí)特色。鑒于此,本研究運用課堂觀察、問卷調(diào)查以及訪談等方法探究在英語課堂教學(xué)中內(nèi)初班與本地班學(xué)生課堂參與狀況。研究結(jié)果如下:首先,內(nèi)初班與本地班學(xué)生課堂參與狀況。在行為參與方面,內(nèi)初班與本地班的專心和鉆研均處于中偏高的程度,無明顯差異,內(nèi)初班與本地班學(xué)生參與的整體狀況較好;在認(rèn)知參與方面,內(nèi)初班與本地班的淺層次和深層次均處于中偏高程度,依賴他人方面均處于中等程度,內(nèi)初班淺層次策略和深層次策略均值均高于本地班,內(nèi)初班依賴他人策略均值低于本地班,內(nèi)初班與本地班在淺層次、深層次和依賴他人策略上均存在顯著差異;在情感參與方面,內(nèi)初班與本地班快樂感和成就感均處于中偏高程度,焦慮感處于中等程度,厭倦感處于中偏低程度,內(nèi)初班與本地班在快樂感、焦慮感和厭倦感方面無明顯差異,在成就感方面,內(nèi)初班均值高于本地班,并存在顯著差異。其次,研究發(fā)現(xiàn)影響內(nèi)初班與本地班學(xué)生課堂參與存在差異的主要因素來自以下三個方面,即文化背景因素、學(xué)生因素和教師因素。在文化背景方面,儒家文化、面子觀念、以及學(xué)習(xí)習(xí)慣等對學(xué)生的課堂參與影響較大;在學(xué)生因素方面,主要體現(xiàn)在學(xué)生行為參與、認(rèn)知參與和情感參與;在教師方面,忽視學(xué)生課前預(yù)習(xí)環(huán)節(jié)和不善于利用學(xué)生已有的知識經(jīng)驗對學(xué)生的課堂參與影響較大。最后,針對上述三個方面的影響因素,本研究提出相應(yīng)對策與建議。在文化背景方面,教師應(yīng)創(chuàng)設(shè)開放、和諧的課堂文化環(huán)境,同時教師應(yīng)均等獲獎機會;在學(xué)生方面,本地班學(xué)生需要進(jìn)一步明確學(xué)習(xí)目標(biāo),學(xué)生應(yīng)建立正確的成敗歸因觀;在教師方面提出教師應(yīng)挖掘?qū)W生課前預(yù)習(xí)的價值、激發(fā)學(xué)生已有的知識經(jīng)驗和正確應(yīng)對課堂參與的沉默現(xiàn)象和學(xué)生學(xué)習(xí)興趣的培養(yǎng)�？傊�,本研究對新疆內(nèi)初班與本地班學(xué)生課堂參與狀況的深入探討與分析,對基礎(chǔ)教育階段教師的教學(xué)與管理、英語學(xué)科的理論研究者均有一定的啟示作用,同時能夠在一定層面上豐富英語課堂教學(xué)中學(xué)生參與的研究成果及英語課堂教學(xué)的相關(guān)理論,并且為初中英語教學(xué)法及英語教學(xué)模式的研究提供參照和背景。
[Abstract]:Since 2003, the notice on the opening of Junior Middle School classes in Xinjiang in eight cities, including Urumqi, and the "opinions on the implementation of Junior Middle School classes in Xinjiang Uygur Autonomous region (for trial implementation)" have been promulgated.The teaching mode and management style of the junior middle school class in Xinjiang are becoming more and more standardized, forming strong national characteristics, national culture and learning style, and showing different learning characteristics compared with the study situation of the local students.In view of this, the present study uses classroom observation, questionnaire and interviews to explore the situation of students' participation in English classroom teaching.In terms of behavior participation, the concentration and research of the first class and the local class were on the high side, and there was no significant difference. The students of the first class and the local class had better overall participation; in the aspect of cognitive participation, there was no significant difference between the two classes.The shallow and deep level of the first class and the local class were both on the middle and high level, and the dependence on others was in the middle degree. The average value of the shallow and deep level strategy of the first class was higher than that of the local class, and the average value of the first class was higher than that of the local class.The mean value of first class dependency strategy was lower than that of local class, and there were significant differences between the first class and local class on the low level, deep level and dependent others strategy, and on emotional participation, there were significant differences between the first class and the local class in terms of emotional participation.There was no significant difference between the first class and the local class in the sense of happiness, anxiety and boredom, but there was no significant difference in the sense of happiness, anxiety and boredom between the first class and the local class.In terms of sense of achievement, the average value of the first class was higher than that of the local class, and there were significant differences.Secondly, it is found that the main factors influencing the students' participation in class are the following three factors: cultural background, students and teachers.In terms of cultural background, Confucian culture, face concept and study habits have a great influence on students' participation in class; in the aspect of students' factors, they are mainly reflected in students' participation in behavior, cognition and emotion, and in teachers,Neglecting students' preview before class and not being good at making use of students' existing knowledge and experience have a great influence on students' participation in class.Finally, in view of the above three influencing factors, this study puts forward the corresponding countermeasures and suggestions.In terms of cultural background, teachers should create an open and harmonious classroom cultural environment, and teachers should have equal opportunities to win prizes. In terms of students, students in local classes need to further clarify their learning goals, and students should establish a correct view of attribution of success or failure.In terms of teachers, teachers should excavate the value of students' pre-study before class, stimulate students' existing knowledge and experience, and correctly deal with the silence phenomenon of classroom participation and the cultivation of students' interest in learning.In a word, this study has some enlightening effects on the teachers' teaching and management in the basic education stage, and the theoretical researchers of English subjects, as well as the in-depth discussion and analysis of the students' classroom participation in the first class and the local class in Xinjiang, as well as on the teaching and management of the teachers in the basic education stage.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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