本文選題：小學(xué)生 + 英語學(xué)習(xí)策略　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：越來越多的研究表明,在影響外語學(xué)習(xí)的眾多因素當(dāng)中學(xué)習(xí)策略是影響其成敗的重要因素,因此從20世紀70年代起,人們的研究重點也從研究教師的教轉(zhuǎn)向研究學(xué)生的學(xué)�！队⒄Z新課程標(biāo)準》明確要求教師要加強對學(xué)生英語學(xué)習(xí)策略的指導(dǎo),并對各個學(xué)段英語學(xué)習(xí)策略的目標(biāo)作了具體要求。針對小學(xué)生而言,新課標(biāo)中的二級目標(biāo)規(guī)定了十一條具體的英語學(xué)習(xí)策略。通過閱讀相關(guān)文獻,作者發(fā)現(xiàn)英語學(xué)習(xí)策略的研究對象大多以大學(xué)生和高中生為主,研究小學(xué)生的甚少。針對以往研究的不足,本研究旨在了解以下問題:(1)實驗后學(xué)生英語學(xué)習(xí)策略使用意識是否提高或改善?(2)英語學(xué)習(xí)策略培訓(xùn)對不同水平的學(xué)生有怎樣的影響?(3)英語學(xué)習(xí)策略培訓(xùn)對學(xué)生英語成績產(chǎn)生什么影響?作者選取明德小學(xué)六年級的兩個班進行實驗。一個班進行學(xué)習(xí)策略培訓(xùn)另一班像往常一樣教學(xué)。整個實驗持續(xù)一個學(xué)期。為了得到研究問題的詳細的數(shù)據(jù),本文使用到調(diào)查問卷并得出以下結(jié)論:(1)經(jīng)過一個學(xué)期的英語學(xué)習(xí)策略培訓(xùn),實驗班的策略使用意識產(chǎn)生顯著差異并且由原來的“有時使用該策略”上升到“經(jīng)常使用該策略”,而控制班沒有變化。四個策略從高到低的依次是控制策略、資源策略、認知策略和交際策略。四個策略中,除交際策略處于“有時使用該策略”外,其余三個策略都處于“經(jīng)常使用該策略”。認知策略、交際策略和資源策略的使用情況實驗前后有顯著差異,而控制策略沒有變化。(2)在四種策略的使用上,優(yōu)秀生培訓(xùn)前后沒有顯著差異,策略的使用頻率在實驗前后都處于“經(jīng)常使用該策略”。中等生的學(xué)習(xí)策略意識具有顯著差異在培訓(xùn)后。就四種策略而言,認知策略、交際策略和資源策略有顯著差異而控制策略沒有產(chǎn)生差異。中等生的策略使用頻率也上升到“經(jīng)常使用該策略”。具體地說,認知策略、控制策略和資源策略都上升到“經(jīng)常使用該策略”的范圍而交際策略仍然處于“有時使用該策略”。差生總的策略使用意識在培訓(xùn)后沒有差異。但是在四種策略中,認知策略在培訓(xùn)后產(chǎn)生顯著差異。差生的策略使用頻率處于“有時使用該策略”。通過組間比較,我們發(fā)現(xiàn)優(yōu)秀生的策略使用在0.05水平上和差生有顯著差異。(3)經(jīng)過一個學(xué)期的英語學(xué)習(xí)策略培訓(xùn),學(xué)生的英語成績提高并且顯著高于控制班。
[Abstract]:More and more studies show that learning strategy is an important factor influencing the success of foreign language learning. The emphasis of the study has also shifted from the teaching of teachers to the study of students' learning. The New English Curriculum Standard clearly requires teachers to strengthen the guidance of students' English learning strategies, and makes specific requirements for the objectives of English learning strategies in each learning paragraph. For primary school students, the two-level goals in the new curriculum set out 11 specific English learning strategies. By reading the relevant literature, the author finds that most of the research subjects of English learning strategies are college students and high school students, and few of them study pupils. In view of the shortcomings of previous studies, The purpose of this study is to find out the following questions: (1) whether students' awareness of using English learning strategies has been raised or improved after the experiment? (2) how English learning strategy training affects students at different levels; (3) how English learning strategy training affects students' English learning What is the impact of language achievement? The author selected two classes in the sixth grade of Mingde Primary School to carry out the experiment. One class conducts learning strategy training and the other class teaches as usual. The whole experiment lasted one semester. In order to obtain the detailed data of the research questions, this paper uses the questionnaire and draws the following conclusion: 1) after one semester of English learning strategy training, The awareness of strategy use in the experimental class was significantly different and increased from "sometimes using the strategy" to "using the strategy frequently", while the control class did not change. The four strategies from high to low are control strategy, resource strategy, cognitive strategy and communication strategy. Of the four strategies, the other three are "frequently used" except that the communication strategy is "sometimes used". There were significant differences in the use of cognitive strategy, communication strategy and resource strategy before and after the experiment, but there was no significant difference in the use of the four strategies before and after training. The frequency of use of the policy is "often used" before and after the experiment. There are significant differences in learning strategy awareness among secondary students after training. As far as the four strategies are concerned, there are significant differences in cognitive strategies, communication strategies and resource strategies, but there are no differences in control strategies. The frequency of strategy use by secondary students has also risen to "use this strategy frequently." Specifically, cognitive strategy, control strategy and resource strategy all rise to the range of "using this strategy frequently" while communication strategy is still "sometimes used". There was no difference in the overall awareness of strategy use among poor students after training. But among the four strategies, cognitive strategies have significant differences after training. The poor student's policy is used frequently in "sometimes use this policy." Through comparison among groups, we find that the strategy use of excellent students is significantly different from that of poor students at the level of 0.05) after one semester of English learning strategy training, the students' English scores are improved and significantly higher than those of the control class.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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