本文選題：思維風(fēng)格　切入點(diǎn)：話題熟悉度　出處：《江西師范大學(xué)》2017年碩士論文

【摘要】：對(duì)于高中生而言,英語(yǔ)聽(tīng)力理解雖然困難,但又非常重要。許多心理學(xué)家和教育家認(rèn)為擁有幾乎相同能力的人們?cè)陲L(fēng)格上可能完全不同。風(fēng)格是人們思維的一種偏向,是指人們?nèi)绾芜\(yùn)用能力。人們的思維風(fēng)格如果能夠符合特定的情形,那么就會(huì)被判定為擁有更好的能力,符合人們所面臨任務(wù)的思維風(fēng)格。高中生在進(jìn)行聽(tīng)力理解時(shí),其思維風(fēng)格起到非常重要的作用。以往研究發(fā)現(xiàn)話題熟悉度與思維風(fēng)格在聽(tīng)力理解中有一定的交互作用,因?yàn)閷W(xué)習(xí)者能夠?qū)⒅八鶎W(xué)的知識(shí)和經(jīng)驗(yàn)運(yùn)用到相關(guān)的聽(tīng)力話題理解中。該研究在南昌一所重點(diǎn)中學(xué)進(jìn)行。90名被試來(lái)自高二年級(jí),40名學(xué)生(男生21名,女生19名)來(lái)自一個(gè)重點(diǎn)班,50名學(xué)生(男生32名,女生18名)來(lái)自一個(gè)普通班。該研究運(yùn)用最初由斯滕伯格設(shè)計(jì),由戴曉陽(yáng)(2010)編輯的思維風(fēng)格量表,同時(shí)采用話題熟悉度問(wèn)卷和聽(tīng)力理解測(cè)試題。該研究利用SPSS13.0統(tǒng)計(jì)軟件進(jìn)行數(shù)據(jù)分析。本研究的目的在于找出高中生思維風(fēng)格的大體趨勢(shì),他們的思維風(fēng)格和聽(tīng)力理解成績(jī)的相關(guān)性,他們的話題熟悉度和聽(tīng)力理解成績(jī)相關(guān)性,以及思維風(fēng)格和話題熟悉度對(duì)聽(tīng)力理解成績(jī)的作用。通過(guò)數(shù)據(jù)收集和分析,本研究發(fā)現(xiàn)如下:首先,就高中生思維風(fēng)格的總體趨勢(shì)而言,在13種思維風(fēng)格中,大部分學(xué)生傾向于立法型風(fēng)格、自由主義風(fēng)格、執(zhí)法型風(fēng)格、外傾型風(fēng)格和等級(jí)型風(fēng)格,然而保守型風(fēng)格和專(zhuān)制型風(fēng)格的傾向最不明顯。其次,部分思維風(fēng)格和聽(tīng)力理解成績(jī)顯著相關(guān)�？傮w而言,立法型風(fēng)格、等級(jí)型風(fēng)格、外傾型風(fēng)格與聽(tīng)力理解成績(jī)具有顯著正相關(guān)關(guān)系。然而,專(zhuān)制型風(fēng)格、無(wú)政府主義風(fēng)格與聽(tīng)力理解成績(jī)具有負(fù)相關(guān)關(guān)系。對(duì)于重點(diǎn)班學(xué)生來(lái)說(shuō),立法型風(fēng)格、等級(jí)型風(fēng)格、外傾型風(fēng)格和聽(tīng)力理解成績(jī)顯著正相關(guān),而全局型風(fēng)格則與聽(tīng)力理解成績(jī)呈現(xiàn)負(fù)相關(guān)關(guān)系。對(duì)于普通班學(xué)生來(lái)說(shuō),立法型風(fēng)格、執(zhí)法型風(fēng)格、等級(jí)型風(fēng)格和外傾型風(fēng)格與聽(tīng)力理解成績(jī)有顯著正相關(guān)關(guān)系。再者,話題熟悉度與學(xué)生的聽(tīng)力理解成績(jī)相關(guān)。當(dāng)學(xué)生熟悉聽(tīng)力理解話題時(shí),話題熟悉度與聽(tīng)力理解成績(jī)顯著相關(guān),然而,當(dāng)學(xué)生不太熟悉話題時(shí),話題熟悉度與聽(tīng)力理解成績(jī)的相關(guān)性相對(duì)不強(qiáng)。最后,公式呈現(xiàn)為Y(聽(tīng)力理解成績(jī))=0.146×立法型風(fēng)格(X1)-0.093×專(zhuān)制型風(fēng)格(X2)-0.88×無(wú)政府主義風(fēng)格(X3)+0.393×話題熟悉度平均分(X4)。聽(tīng)力理解成績(jī)的高低主要取決于立法型風(fēng)格和話題熟悉度的平均水平,但要注意的是,專(zhuān)制型風(fēng)格和無(wú)政府主義風(fēng)格傾向的學(xué)生,越傾向于這兩種風(fēng)格,聽(tīng)力理解成績(jī)約會(huì)受到影響。
[Abstract]:For high school students, English listening comprehension is difficult, but it is very important.Many psychologists and educators believe that people with almost the same abilities may have completely different styles.Style is a kind of bias of people's thinking, it refers to how people use their ability.If people's thinking style can conform to the specific situation, it will be judged as having better ability and the thinking style of the task that people face.High school students' thinking style plays a very important role in listening comprehension.Previous studies have found that topic familiarity and thinking style interact with each other in listening comprehension because learners can apply their previous knowledge and experience to relevant listening comprehension.The study carried out in a key middle school in Nanchang. 90 subjects came from 40 students (21 males and 19 females) from a key class (32 males and 18 females) from a general class.The study uses a thought style scale originally designed by Stenberger and edited by Dai Xiao-yang 2010. It also uses the topic familiarity questionnaire and the listening comprehension test.This research uses SPSS13.0 statistical software to carry on the data analysis.The purpose of this study is to find out the general trend of high school students' thinking style, the correlation between their thinking style and their listening comprehension achievement, and the correlation between their topic familiarity and their listening comprehension achievement.And the effect of thinking style and topic familiarity on listening comprehension.Through data collection and analysis, this study finds the following: first of all, in terms of the general trend of high school students' thinking style, most of the 13 thinking styles tend to be legislative style, liberal style, law-enforcement style, and so on.Extroverted style and hierarchical style, however, conservative style and autocratic style tend to be least obvious.Secondly, part of the thinking style and listening comprehension scores were significantly related.Generally speaking, legislative style, hierarchical style, extroversion style have significant positive correlation with listening comprehension scores.However, autocratic and anarchist styles are negatively correlated with listening comprehension.For the key class students, legislative style, hierarchical style, extroversion style and listening comprehension scores were positively correlated, while global style was negatively correlated with listening comprehension scores.For general class students, legislative style, law enforcement style, hierarchical style and extroversion style have significant positive correlation with listening comprehension scores.Furthermore, topic familiarity is related to students' listening comprehension scores.When the students are familiar with the topic of listening comprehension, the degree of topic familiarity is significantly related to the score of listening comprehension, however, when the student is not familiar with the topic, the correlation between the degree of topic familiarity and the score of listening comprehension is relatively weak.Finally, the formula presents as Y (listening comprehension score: 0.146 脳 legislative style: X 1- 0.093 脳 autocratic style) 0.393 脳 topic familiarity (X 4).The grade of listening comprehension mainly depends on the average level of legislative style and topic familiarity, but it should be noted that students with autocratic and anarchist tendencies are more inclined to these two styles.Listening comprehension scores are affected by dating.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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