本文選題：逆商　切入點(diǎn)：高中生　出處：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：保羅·史托茲在1997年提出逆商(Adversity Quotient)這一概念,逆商全稱為逆境商數(shù),它是指人們面對(duì)逆境時(shí)的反應(yīng)方式,即面對(duì)挫折、擺脫困境和超越困難的能力。作為英語教師,我們有責(zé)任和義務(wù)在課堂中對(duì)學(xué)生進(jìn)行語言知識(shí)傳授的同時(shí),還應(yīng)該注重培養(yǎng)他們的非智力因素,特別是應(yīng)對(duì)英語學(xué)習(xí)逆境的能力。這對(duì)于幫助學(xué)生提高英語學(xué)習(xí)逆商、戰(zhàn)勝英語語言學(xué)習(xí)中的困難有深遠(yuǎn)的意義。在高中英語教學(xué)中通過不斷引導(dǎo)學(xué)生戰(zhàn)勝英語學(xué)習(xí)過程中的逆境與挫折,幫助學(xué)生產(chǎn)生持之以恒的動(dòng)力來樹立其學(xué)好英語的信心,提高學(xué)生英語學(xué)習(xí)逆商減少和轉(zhuǎn)化學(xué)困生,對(duì)我們英語教學(xué)的全面增效提質(zhì)大有裨益,對(duì)學(xué)生今后的學(xué)習(xí)和人生也將產(chǎn)生深遠(yuǎn)影響。所以,英語學(xué)科教學(xué)與逆商培養(yǎng)的有機(jī)結(jié)合值得我們?cè)诶碚撆c實(shí)踐兩方面去進(jìn)行探索。本研究的研究目的是為了調(diào)查高中生英語學(xué)習(xí)逆商水平。研究采取了目的取樣,選取了內(nèi)蒙古師范大學(xué)附屬中學(xué)、呼和浩特市鐵路二中、呼和浩特市第六中學(xué)這三個(gè)不同層次水平的學(xué)校作為研究對(duì)象,抽取了高一、高二年級(jí)共364名高中生。研究工具采用了修訂過的英語學(xué)習(xí)逆境反應(yīng)量表(ARP)。通過英語學(xué)習(xí)逆境反應(yīng)量表的調(diào)查需要解決以下幾個(gè)問題:1.高中生英語學(xué)習(xí)逆商的總體水平,以及逆商的四個(gè)維度(控制感、起源與責(zé)任歸屬、持續(xù)范圍與影響時(shí)間)哪一維度對(duì)學(xué)生的英語學(xué)習(xí)逆商影響較大;2.高中生英語學(xué)習(xí)逆商與學(xué)校層次水平是否存在顯著差異;3.高中生英語學(xué)習(xí)逆商在其年級(jí)、性別方面是否存在顯著差異。同時(shí)利用深度訪談的方式,在三個(gè)不同層次水平的學(xué)校中選取了高一、高二共計(jì)十位學(xué)生進(jìn)行了訪談,進(jìn)一步了解影響高中生英語學(xué)習(xí)逆商的因素。已收集的數(shù)據(jù)通過SPSS 20.0分析得出以下結(jié)論:1.高中生英語學(xué)習(xí)逆商總體水平處于平均水平,其中逆商的起源與責(zé)任歸屬這一維度對(duì)學(xué)生的英語學(xué)習(xí)逆商影響較大;2.高中生英語學(xué)習(xí)逆商與學(xué)校水平存在顯著差異;3.高中生英語學(xué)習(xí)逆商在年級(jí)與性別上均不存在顯著差異。最后,通過訪談得出控制感這一維度對(duì)學(xué)生英語學(xué)習(xí)逆商影響較大。本研究調(diào)查結(jié)果對(duì)將積極心理學(xué)理論引進(jìn)英語教學(xué)課堂,提高英語教師課堂教學(xué)質(zhì)量,培養(yǎng)學(xué)生積極進(jìn)取的學(xué)習(xí)態(tài)度等方面有一定的借鑒意義。
[Abstract]:Paul Stoz put forward the concept of inverse quotient in 1997. Inverse quotient is called adversity quotient. It refers to the way people react in the face of adversity, that is, the ability to face setbacks, extricate themselves from difficulties and surmount difficulties.As English teachers, it is our duty and duty to teach students language knowledge in class, and at the same time, we should pay attention to cultivate their non-intelligence factors, especially the ability to cope with English learning adversity.It is of great significance to help students improve their English learning quotient and overcome the difficulties in English language learning.In high school English teaching, students are guided to overcome the adversity and frustration in the process of learning English, so as to help the students to build up their confidence in learning English well, and to improve the students' English learning, to reduce and transform the students with learning difficulties.It is of great benefit to our English teaching, and will have a profound influence on students' future study and life.Therefore, the organic combination of English teaching and counter-quotient cultivation is worth exploring in both theory and practice.The purpose of this study is to investigate high school students' English learning inverse quotient level.The study took objective sampling, selected three different levels of high school, namely affiliated middle school of Inner Mongolia normal University, Huhehaote City Railway No. 2 Middle School, and Hohhot No. 6 Middle School, as the research objects, and selected the first year of senior high school.There are 364 senior high school students in grade two.The research tool is based on the revised English Learning stress response scale (ARP).The following questions need to be solved: 1.The general level of English learning inverse quotient in senior high school students, and the four dimensions (sense of control, origin and responsibility attribution, duration and time of influence) have a great influence on English learning inverse quotient of high school students.Whether there are significant differences between English learning inverse quotient and school level in senior high school students?Whether there are significant differences in English learning inverse quotient between high school students and their grades.At the same time, using the method of in-depth interview, ten senior high school students were interviewed in three different levels of schools to further understand the factors that affect the English learning inverse quotient of senior high school students.The collected data were analyzed by SPSS 20.0 to draw the following conclusion: 1.The general level of English learning inverse quotient of senior high school students is at the average level, and the dimension of origin and responsibility attribution of inverse quotient has a great influence on students' English learning inverse quotient.There are significant differences between English learning inverse quotient and school level in senior high school students.There is no significant difference between grade and gender in English learning inverse quotient of senior high school students.Finally, it is concluded that the dimension of sense of control has a great influence on students' English learning inverse quotient.The results of this study can be used for reference in introducing positive psychology theory into English teaching, improving the quality of English teachers' classroom teaching and cultivating students' positive and enterprising learning attitude.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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