素質(zhì)教育的主導(dǎo)思想是能夠讓學(xué)生積極主動(dòng)地投入到學(xué)習(xí)中,進(jìn)行有效學(xué)習(xí)。在這次教育改革變化中,英語(yǔ)教學(xué)目標(biāo)也增加了新的內(nèi)容,英語(yǔ)教學(xué)不僅要求學(xué)生掌握聽(tīng)、說(shuō)、讀、寫技能,而且還要求學(xué)生掌握外語(yǔ)學(xué)習(xí)策略。目前,國(guó)內(nèi)外教育者對(duì)學(xué)習(xí)策略進(jìn)行了大量的相關(guān)研究,發(fā)現(xiàn)很多內(nèi)部因素以及外部因素都會(huì)影響學(xué)習(xí)策略的選擇。在學(xué)校環(huán)境下,自我歸因是考慮因素之一。自我歸因強(qiáng)調(diào)的是對(duì)行為成敗結(jié)果的解釋以及對(duì)后續(xù)行為的影響,所以自我歸因在英語(yǔ)教學(xué)中扮演著重要的角色。經(jīng)過(guò)文獻(xiàn)查閱,發(fā)現(xiàn)以前的研究大都是關(guān)于自我歸因和英語(yǔ)學(xué)習(xí)成績(jī)或?qū)W習(xí)策略和英語(yǔ)學(xué)習(xí)成績(jī)之間的研究,本文將通過(guò)Pearson相關(guān)分析,多元線性回歸對(duì)自我歸因,學(xué)習(xí)策略和英語(yǔ)學(xué)習(xí)成績(jī)?nèi)咦兞筷P(guān)系進(jìn)行研究。本文是以學(xué)習(xí)策略以及維納歸因理論為研究基礎(chǔ),選擇包頭一所職業(yè)中學(xué)的180名學(xué)生為研究對(duì)象,使用定量研究方法,采用的工具為學(xué)習(xí)策略調(diào)查問(wèn)卷和學(xué)業(yè)成就歸因調(diào)查問(wèn)卷。旨在研究學(xué)習(xí)歸因,學(xué)習(xí)策略以及英語(yǔ)成績(jī)之間的相關(guān)關(guān)系以及相關(guān)程度,由此本文提出了4個(gè)問(wèn)題:（1）中職生自我歸因與英語(yǔ)成績(jī)有相關(guān)性嗎?如果有,有多大程度的相關(guān)?（2）中職生學(xué)習(xí)策略與英語(yǔ)學(xué)習(xí)成績(jī)有相關(guān)性嗎?如... 

【文章來(lái)源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁(yè)數(shù)】：73 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Structure of the research
Chapter Ⅱ Literature Review
    2.1 Studies of attribution
        2.1.1 Definition of attribution
        2.1.2 Development of attribution theory
        2.1.3 Research on attribution abroad and at home
    2.2 Studies of the learning strategy
        2.2.1 Definition of the learning strategy
        2.2.2 Classification of the learning strategy
        2.2.3 Research on the learning strategy abroad and at home
    2.3 Theoretical foundations
        2.3.1 Weiner’s theory of attribution
        2.3.2 The learning strategy
    2.4 Research on the correlation among attribution,the learningstrategy and English academic achievement
ChapterⅢ Research Design
    3.1 Research questions
    3.2 Research subjects
    3.3 Instruments
    3.4 Data collection and analysis procedures
ChapterⅣ Results and Discussion
    4.1 Correlation between attribution and English academicachievement for secondary vocational school students
    4.2 Correlation between the learning strategy and English academicachievement for secondary vocational school students
    4.3 Correlation between attribution and the learning strategy forsecondary vocational school students
    4.4 Correlation among attribution,the learning strategy and Englishacademic achievement for secondary vocational school students
ChapterⅤ Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations and further research
References
Appendix1
Appendix2
Acknowledgements



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