本文選題：英語學(xué)習(xí)成績 + 英語自我效能感��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：初中是人們學(xué)習(xí)生涯中一個(gè)重要階段,它既拓展了之前所學(xué)知識,又為之后學(xué)習(xí)打好了根基。英語作為關(guān)鍵性課程之一,其重要程度更是顯而易見。但由于英漢本身的巨大差異,再加上我們以漢語為母語,平時(shí)交流很少使用英語,這導(dǎo)致了很多初中生英語成績較低。因此,該如何才能提高初中生英語學(xué)業(yè)成績成為一個(gè)大家普遍關(guān)心的問題。在傳統(tǒng)觀念里,人們思考如何提高英語成績,更多關(guān)注的是學(xué)習(xí)行為方面的原因,比如認(rèn)真聽講,認(rèn)真復(fù)習(xí),但他們忽視了非智力因素,英語學(xué)習(xí)自我效能感。很多初中生英語學(xué)習(xí)差,會導(dǎo)致其英語學(xué)習(xí)自我效能感的減弱;而效能感的降低又會反過來降低學(xué)習(xí)動力,導(dǎo)致英語成績差,由此形成惡性循環(huán)。所以,要想提高初中生英語成績,不僅要關(guān)注英語學(xué)習(xí)策略,更需重視英語學(xué)習(xí)自我效能感的提高。自我效能感這個(gè)概念是班杜拉于1977年首次提出的,指個(gè)體對自己是否有能力去完成某項(xiàng)活動的自信度的評價(jià)和主觀判斷,對個(gè)體的行為有重要的預(yù)測作用(班杜拉,1977)。自我效能感理論指出,個(gè)體往往會對自己行為結(jié)果產(chǎn)生期望,這會推動個(gè)體更加積極主動的參與到活動中去。本論文正是建立在社會學(xué)習(xí)理論,人本主義理論及歸因理論的基礎(chǔ)上,以濟(jì)南某中學(xué)初中生為研究對象,以英語學(xué)習(xí)自我效能感調(diào)查問卷為研究工具進(jìn)行調(diào)查研究。并通過借助SPSS,運(yùn)用描述性分析,獨(dú)立樣本T檢驗(yàn),相關(guān)性分析等對數(shù)據(jù)進(jìn)行分析,分別從不同年級、性別的角度闡述了英語學(xué)習(xí)自我效能感與英語成績之間的相關(guān)性關(guān)系。通過從性別、年齡兩個(gè)不同角度的探討研究,以期可以有效的提高初中生的英語成績并為初中英語教學(xué)提供一些理論參考和依據(jù)。通過對調(diào)查數(shù)據(jù)的討論,得出以下結(jié)論:首先從性別角度上來看,初中生英語學(xué)習(xí)自我效能感并沒有呈現(xiàn)明顯差異;其次在年級角度上,初中生英語學(xué)習(xí)自我效能感存在顯著性差異,并隨著年級增長,依次下降;再者初中生英語學(xué)習(xí)自我效能感與英語成績之間存在顯著正相關(guān)。針對本次研究結(jié)論,提出了通過歸因訓(xùn)練,引導(dǎo)進(jìn)行正確成敗歸因、榜樣示范、進(jìn)行合理的學(xué)習(xí)策略訓(xùn)練等建議,希望提高初中生英語學(xué)習(xí)自我效能感,進(jìn)而提高其英語成績。同時(shí),也指出了本研究的需要改進(jìn)的地方,為后續(xù)研究提出一些參考性意見。
[Abstract]:Junior middle school is an important stage in people's learning life. It not only expands the knowledge learned before, but also lays a good foundation for later learning. As one of the key courses, the importance of English is even more obvious. However, due to the great differences between English and Chinese and the fact that we use Chinese as our mother tongue, we seldom use English in our communication, which results in a lot of junior high school students' English proficiency being low. Therefore, how to improve junior high school students' English academic achievement has become a common concern. In the traditional view, people think about how to improve their English performance, and pay more attention to the reasons of learning behavior, such as listening carefully and reviewing carefully, but they ignore the non-intelligence factors and the sense of self-efficacy in English learning. Many junior high school students' poor English learning will lead to the weakening of their sense of self-efficacy in English learning, and the decrease of their sense of efficacy will in turn reduce their learning motivation and lead to poor English performance, thus forming a vicious circle. Therefore, in order to improve junior high school students' English achievement, we should not only pay attention to English learning strategies, but also pay more attention to the improvement of English learning self-efficacy. The concept of self-efficacy was first put forward by Bandura in 1977. It refers to the evaluation and subjective judgment of an individual's confidence in whether he has the ability to accomplish a certain activity. It plays an important role in predicting the individual's behavior (Bandura 1977). Self-efficacy theory points out that individuals tend to expect the results of their own behavior, which will encourage individuals to participate in the activities more actively. This thesis is based on social learning theory, humanism theory and attribution theory, taking a junior high school student in Jinan as the research object, and using the questionnaire of English learning self-efficacy as the research tool. With the help of SPSS, descriptive analysis, independent sample T test, correlation analysis and so on, this paper analyzes the correlation between English learning self-efficacy and English achievement from the perspective of different grades and gender. Through the study from two different angles of gender and age, this paper hopes to improve junior high school students' English achievement effectively and provide some theoretical reference and basis for junior high school English teaching. Through the discussion of the survey data, the following conclusions are drawn: first, from the gender perspective, there is no significant difference in English learning self-efficacy of junior high school students; secondly, from the grade perspective, the English learning self-efficacy of junior high school students is not significantly different. There are significant differences in English learning self-efficacy among junior high school students, and it decreases with the increase of grade. Furthermore, there is a significant positive correlation between English learning self-efficacy and English achievement of junior high school students. In view of the conclusion of this study, the author puts forward some suggestions such as correct attribution, model demonstration and reasonable learning strategy training through attribution training, so as to improve junior high school students' sense of self-efficacy in English learning and further improve their English achievement. At the same time, it also points out the need for improvement in this study, and puts forward some suggestions for further study.
【學(xué)位授予單位】：山東師范大學(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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