本文選題：自我調(diào)節(jié)學(xué)習(xí) + 中學(xué)生��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：20世紀(jì)80年代以來,自我調(diào)節(jié)學(xué)習(xí)已經(jīng)成為西方教育心理學(xué)、學(xué)習(xí)心理學(xué)領(lǐng)域中的一個(gè)熱點(diǎn)問題,也是社會(huì)認(rèn)知理論中的一個(gè)主要亮點(diǎn)。大量研究和事實(shí)表明,學(xué)生對學(xué)習(xí)活動(dòng)積極主動(dòng)的調(diào)節(jié)與控制能夠?qū)W(xué)習(xí)效果產(chǎn)生重要影響。研究學(xué)生自我調(diào)節(jié)學(xué)習(xí),既有利于豐富和完善已有的學(xué)習(xí)理論,對激發(fā)學(xué)生學(xué)習(xí)自覺主動(dòng)性、提高學(xué)習(xí)效率、培養(yǎng)學(xué)習(xí)能力更具有實(shí)踐指導(dǎo)意義。西方國家已經(jīng)有大量有關(guān)自我調(diào)節(jié)學(xué)習(xí)的研究了,同時(shí)也有不少的研究者將自我調(diào)節(jié)理論與具體的學(xué)科結(jié)合起來,比如:數(shù)學(xué)學(xué)科,物理學(xué)科。此外,也有一些學(xué)者研究了自我調(diào)節(jié)理論在外語教學(xué)中運(yùn)用,但是國內(nèi)有關(guān)結(jié)合英語學(xué)科對中生進(jìn)行自我調(diào)節(jié)能力培養(yǎng)的研究還很少見。通過對自我調(diào)節(jié)學(xué)習(xí)理論以及對國內(nèi)的研究的現(xiàn)狀與不足的論述,以Pintrich的自我調(diào)節(jié)學(xué)習(xí)理論為依據(jù),結(jié)合Pintrich的“學(xué)習(xí)動(dòng)機(jī)策略問卷”,本研究旨在調(diào)查中學(xué)生在英語學(xué)習(xí)方面的自我調(diào)節(jié)能力情況,研究者選取了江西萍鄉(xiāng)一所中學(xué)的390名學(xué)生作為研究對象。本研究主要回答以下三個(gè)問題:1)中學(xué)生的英語自我調(diào)節(jié)學(xué)習(xí)能力總體情況如何?2)中學(xué)生的英語自我調(diào)節(jié)學(xué)習(xí)能力與他們的成績存在怎樣的聯(lián)系?3)中學(xué)生的英語自我調(diào)節(jié)學(xué)習(xí)能力是否存在性別,年齡的差異?本研究的研究工具主要包括一份問卷和訪談。本研究首先是通過問卷調(diào)查的形式來了解中學(xué)生英語自我調(diào)節(jié)學(xué)習(xí)能力的總體情況,之后研究者會(huì)根據(jù)問卷調(diào)查情況選取5-10名學(xué)生進(jìn)行半開放式的訪談,在收集數(shù)據(jù)之后,所有的數(shù)據(jù)均采用SPSS 16.0進(jìn)行分析。調(diào)查結(jié)果顯示,中學(xué)生的英語自我調(diào)節(jié)學(xué)習(xí)能力已經(jīng)達(dá)到了一個(gè)中等水平。然而中學(xué)生英語自我調(diào)節(jié)學(xué)習(xí)能力在自我調(diào)節(jié)能力量表的幾個(gè)維度上又存在差異,中學(xué)生在六個(gè)維度的自我調(diào)節(jié)能力從高到低排列如下:內(nèi)在動(dòng)機(jī),自我效能感,元認(rèn)知策略,認(rèn)知策略,資源管理策略,外在動(dòng)機(jī)。同時(shí),本文還發(fā)現(xiàn)除了外在動(dòng)機(jī)以外,中學(xué)生的英語成績與其他五個(gè)維度都存在顯著差異,這也揭示出中學(xué)生的英語自我調(diào)節(jié)學(xué)習(xí)能力與他們的英語成績有顯著的相關(guān)性。此外,作者也發(fā)現(xiàn)中學(xué)生英語自我調(diào)節(jié)學(xué)習(xí)能力會(huì)因年齡變化,以及性別的不同而有所不同,這也揭示出中學(xué)生的英語自我調(diào)節(jié)學(xué)習(xí)能力存在顯著的年齡,性別差異:在中學(xué)階段,女學(xué)生在英語學(xué)習(xí)上的自我調(diào)節(jié)學(xué)習(xí)能力要高于男學(xué)生;高中生的英語自我調(diào)節(jié)學(xué)習(xí)能力要高于初中生。本文最后,作者指出英語教師應(yīng)該要關(guān)注男女學(xué)生在英語自我調(diào)節(jié)學(xué)習(xí)上的差異,并依據(jù)這種差異調(diào)整自己的教學(xué)方法,而學(xué)生則應(yīng)該要進(jìn)一步加強(qiáng)自己在英語學(xué)習(xí)上的自我效能感,同時(shí)他們也應(yīng)該調(diào)整自己的學(xué)習(xí)策略,使之有助于自己的英語學(xué)習(xí),這些都為提高中學(xué)生的英語自我調(diào)節(jié)能力提供了指南。
[Abstract]:Since 1980s, self-regulated learning has become a hot issue in the field of western educational psychology. It is also a major highlight in social cognitive theory. A large number of studies and facts show that the active regulation and control of students' learning activities can have an important impact on the learning effect. The study of students' self-regulated learning is beneficial to enrich and perfect the existing learning theory, and has practical guiding significance to stimulate students' conscious learning initiative, improve learning efficiency and cultivate learning ability. There has been a great deal of research on self-regulated learning in western countries. At the same time, many researchers combine self-regulation theory with specific subjects, such as mathematics and physics. In addition, some scholars have studied the application of self-regulation theory in foreign language teaching. On the basis of Pintrich's self-regulated learning theory and the current situation and shortcomings of the domestic research, the author combines Pintrich's "Learning motivation Strategy questionnaire", which is based on Pintrich's self-regulated learning theory, and Pintrich's "Learning motivation Strategy questionnaire". The purpose of this study was to investigate the self-regulating ability of middle school students in English learning. The researcher selected 390 students from a middle school in Pingxiang Jiangxi province as subjects. This study mainly answers the following three questions: 1) what is the overall situation of middle school students' English self-regulated learning ability? (2) what is the relationship between middle school students' English self-regulated learning ability and their grades? (3) Middle school students' English self-regulation I adjust whether there is a gender in my learning ability, Age difference? The research tools of this study mainly include a questionnaire and interviews. In this study, first of all, a questionnaire survey was conducted to find out the general situation of middle school students' English self-regulated learning ability, and then, according to the questionnaire, 5-10 students were selected to conduct semi-open interviews, and the data were collected. All data were analyzed by SPSS 16.0. The results show that middle school students' English self-regulation ability has reached a medium level. However, the English self-regulated learning ability of middle school students is different in several dimensions of the self-regulation ability scale. The self-regulation ability of middle school students in the six dimensions is arranged as follows: intrinsic motivation, self-efficacy, metacognitive strategies. Cognitive strategy, resource management strategy, extrinsic motivation. Besides extrinsic motivation, there are significant differences between middle school students' English achievement and the other five dimensions, which reveals that there is a significant correlation between middle school students' English self-regulation ability and their English achievement. In addition, the author also finds that the English self-regulated learning ability of middle school students varies with age and gender, which reveals that there is a significant age in English self-regulated learning ability of middle school students. Gender difference: in the middle school stage, female students' self-regulated learning ability is higher than that of male students, and the English self-regulated learning ability of senior high school students is higher than that of junior high school students. Finally, the author points out that English teachers should pay attention to the differences between male and female students in English self-regulated learning, and adjust their teaching methods according to the differences. Students should further strengthen their sense of self-efficacy in English learning, and at the same time, they should adjust their learning strategies so that they can contribute to their English learning. All these provide guidance for improving English self-regulation ability of middle school students.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1993949