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

【摘要】：教育的本質(zhì)就是潛能的激發(fā),促進(jìn)人的自我實(shí)現(xiàn)。本研究目的是針對(duì)英語學(xué)習(xí)困難學(xué)生的原因進(jìn)行干預(yù),幫助他們解決英語學(xué)習(xí)過程中存在的問題。通過在小學(xué)英語課堂觀察、訪談任課英語教師、問卷測(cè)試等不同方式確定小學(xué)英語學(xué)習(xí)困難學(xué)生個(gè)案。從不同角度分析學(xué)習(xí)困難因素,遵循教育規(guī)律,制定出一套干預(yù)方案。幫助個(gè)案學(xué)生克服英語學(xué)習(xí)困難,喚醒英語學(xué)習(xí)熱情,學(xué)會(huì)學(xué)習(xí),體驗(yàn)自我成就感,自尊感,建立良好的同伴關(guān)系。本研究采用行動(dòng)研究,通過課堂觀察、教師訪談、家長(zhǎng)電話訪談、學(xué)生完成自測(cè)量表、參考學(xué)校的過程性評(píng)價(jià)和終結(jié)性評(píng)價(jià)在不同的學(xué)校選取兩名個(gè)案進(jìn)行英語學(xué)習(xí)困難的干預(yù)研究。通過綜合分析制作干預(yù)方案,進(jìn)而開始實(shí)施。一位干預(yù)個(gè)案是A校六年級(jí)學(xué)生甲,筆者運(yùn)用詞匯習(xí)得法理論和語音學(xué)習(xí)理論對(duì)他進(jìn)行單詞習(xí)得的語言知識(shí)的干預(yù)。另一位干預(yù)個(gè)案是B校學(xué)生乙,筆者運(yùn)用教師的專業(yè)情意和教師的共情能力對(duì)學(xué)生乙進(jìn)行學(xué)習(xí)習(xí)慣方面主要是聽課和作業(yè)學(xué)習(xí)習(xí)慣的干預(yù),以及情感態(tài)度方面主要是自信心和意志力方面的干預(yù)。筆者在兩所學(xué)校分別進(jìn)行了近一個(gè)月的研究中,在實(shí)施過程中進(jìn)行監(jiān)控和反思,及時(shí)調(diào)整干預(yù)方式,最后通過學(xué)生自評(píng)、家長(zhǎng)教師班主任、同伴的評(píng)價(jià)得出干預(yù)效果的結(jié)論。學(xué)生甲在課堂上表現(xiàn)積極自信、聽寫正確率達(dá)到90%,學(xué)會(huì)自學(xué)。學(xué)生乙聽課習(xí)慣養(yǎng)成、能按時(shí)完成作業(yè)、穿戴整潔以及同學(xué)關(guān)系融洽。研究者認(rèn)為,基于中小學(xué)普遍大班額教學(xué)的現(xiàn)狀,由于學(xué)校的教師配備人員有限,教師的精力時(shí)間有限,在每個(gè)班級(jí)中都會(huì)有一些學(xué)習(xí)困難學(xué)生被忽視。他們的問題因人而異,如果教師能夠努力關(guān)注到他們及早發(fā)現(xiàn)他們的問題,協(xié)同其他任課教師和家長(zhǎng)一起進(jìn)行管理,那么這些孩子在小學(xué)階段就能更好地感受學(xué)習(xí)者的尊嚴(yán)和學(xué)校環(huán)境以及教師的關(guān)愛和關(guān)懷,均等地享受教育資源。
[Abstract]:The essence of education is to stimulate potential and promote self-realization. The aim of this study is to help students with English learning difficulties to solve their problems. The students with English learning difficulties in primary school were investigated in different ways, such as interview with English teachers, questionnaire test and so on. This paper analyzes the factors of learning difficulties from different angles, follows the law of education, and formulates a set of intervention plan. To help individual students overcome English learning difficulties, awaken English learning enthusiasm, learn to learn, experience a sense of self-achievement, self-esteem, and establish a good peer relationship. This study adopts action research, through classroom observation, teacher interviews, parents telephone interviews, students completed self-test scale, Referring to the process evaluation and summative evaluation of schools, two cases were selected from different schools to carry out an intervention study on English learning difficulties. Through comprehensive analysis to make intervention program, and then began to implement. One intervention case is Grade A student A. The author uses vocabulary acquisition theory and phonetic learning theory to intervene his language knowledge of word acquisition. Another intervention case is student B of School B. The author uses teachers' professional feelings and teachers' empathy ability to carry out study habits of students B, which are mainly the intervention of listening to classes and homework learning habits. And emotional attitude is mainly self-confidence and willpower intervention. In the study of two schools for nearly a month, the author monitored and introspected in the process of implementation, adjusted the intervention mode in time, and finally reached the conclusion of the intervention effect through the self-evaluation of students, the evaluation of parents and teachers in charge of the class, and the evaluation of peers. Student A shows positive self-confidence in class, dictation accuracy rate reaches 90, learn self-study. Student B to develop the habit of class, on time to complete their homework, dressed neatly and harmonious relationship with students. The researchers believe that based on the current situation of large class teaching in primary and secondary schools, some students with learning difficulties will be neglected in each class because of the limited staffing of teachers and the limited time of teachers. Their problems vary from person to person, and if teachers can try to focus on their early detection of their problems and work with other teachers and parents to manage them, Then these children in primary school can better feel the dignity of learners and school environment as well as teachers care and care equal access to educational resources.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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