在當(dāng)今全球化的國(guó)際環(huán)境中,英語(yǔ)已不單是一門(mén)語(yǔ)言,它已成為每一位學(xué)生成長(zhǎng)道路中不可或缺的工具。英語(yǔ)學(xué)習(xí)不僅有利于拓展學(xué)生的成長(zhǎng)道路,還可以為學(xué)生提供多態(tài)化的全球視野。英語(yǔ)的重要性加之初中階段的特殊性,使得如何讓學(xué)生學(xué)好英語(yǔ)成為每一位初中英語(yǔ)教師面臨的共同問(wèn)題。而學(xué)困生是目前初中英語(yǔ)教學(xué)中面臨的突出問(wèn)題,是擺在廣大英語(yǔ)教育工作者面前的難題。因此,本文從調(diào)查學(xué)困生的現(xiàn)狀入手,對(duì)目前學(xué)困生的產(chǎn)生原因進(jìn)行分析,進(jìn)而提出相應(yīng)的轉(zhuǎn)化策略。本研究在國(guó)內(nèi)外學(xué)困生研究的相關(guān)文獻(xiàn)基礎(chǔ)上,以伯納德·韋納的歸因理論作為理論基礎(chǔ),采用問(wèn)卷調(diào)查法、訪(fǎng)談法、課堂觀(guān)察法三種研究方法,選取7所中學(xué)三個(gè)年級(jí)共900名英語(yǔ)學(xué)困生和21名英語(yǔ)教師作為調(diào)查樣本,采取匿名調(diào)查方式,讓其分別填寫(xiě)學(xué)生類(lèi)的和教師類(lèi)的英語(yǔ)學(xué)困生調(diào)查問(wèn)卷。為了增強(qiáng)調(diào)查結(jié)果的可信度和客觀(guān)性,對(duì)問(wèn)卷調(diào)查結(jié)果進(jìn)行補(bǔ)充和完善,本研究對(duì)7所學(xué)校的15名學(xué)困生和10名教師進(jìn)行定性訪(fǎng)談,針對(duì)調(diào)研點(diǎn)的學(xué)生的實(shí)際情況擬定訪(fǎng)談提綱,統(tǒng)一采用標(biāo)準(zhǔn)化訪(fǎng)談形式。此外,筆者對(duì)隨機(jī)選擇的三個(gè)班級(jí)進(jìn)行了為期兩周的觀(guān)察,聽(tīng)了共計(jì)20節(jié)課,根據(jù)觀(guān)察到的課堂情況與部分學(xué)生進(jìn)行課下訪(fǎng)談,更加深入... 

【文章來(lái)源】：洛陽(yáng)師范學(xué)院河南省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
Chapter 2 Literature Review
    2.1 Theoretical Basis
    2.2 Definition
        2.2.1 Students of Low Proficiency
        2.2.2 Students with English Learning Difficulties
    2.3 Foreign Research
        2.3.1 Definition of Students with Learning Difficulties
        2.3.2 Attribution of Students with Learning Difficulties
        2.3.3 Transformation Strategies for Students with Learning Difficulties
    2.4 Domestic Research
        2.4.1 Definition of Students with Learning Difficulties
        2.4.2 Attribution of Students with Learning Difficulties
        2.4.3 Transformation Strategies for Students with Learning Difficulties
    2.5 Summary
Chapter 3 Research Methods
    3.1 Research Objectives
    3.2 Research Objects
    3.3 Research Tools and Methods
        3.3.1 Questionnaire Survey
        3.3.2 Interview Method
        3.3.3 Classroom Observation Method
Chapter 4 Results and Discussion
    4.1 Analysis of Questionnaire Survey Results
        4.1.1 Data Analysis Results
        4.1.2 Modeling Analysis under the Standard GLM Framework
        4.1.3 Results of Multivariate Analysis of Variance Model
        4.1.4 Modeling Analysis under the Framework of Multi-level Model
        4.1.5 Conclusion of Data Analysis
    4.2 Analysis of Interview Results
    4.3 Causes of Students with English Learning Difficulties in Junior Middle School
        4.3.1 Capability
        4.3.2 Effort
        4.3.3 Tasks
        4.3.4 Physical and Mental Conditions
        4.3.5 Teachers
        4.3.6 Family
Chapter 5 Transformation Strategies
    5.1 Guidance of Students’ Correct Attribution and Stimulation of their Learning Motivation
        5.1.1 Affirmation of Students’ Learning Ability and Establishment of their LearningConfidence
        5.1.2 Setting Reasonable Learning Objectives and Paying Attention to the Process ofEffort
        5.1.3 Strengthening Controllable Attribution and Improving Learning Expectation
    5.2 Construction of the Scientific Learning Methods and Improvement of the LearningEfficiency
        5.2.1 Consolidation of the Vocabulary Foundation
        5.2.2 Construction of the Knowledge Framework
        5.2.3 Enhancement of the Oral Expression
    5.3 Respectation of the Students’ Subject Status and Harmonization of the RelationshipBetween Teachers and Student
        5.3.1 Encouraging and Caring for students
        5.3.2 Equal Treatment of Students
        5.3.3 Trusting Students
    5.4 Changing Educational Concepts and Adopting Diversified Evaluation Methods
        5.4.1 Diversification of Evaluation Subjects
        5.4.2 Dynamic Evaluation Process
        5.4.3 Diversified Evaluation Methods
    5.5 Optimization of Teaching Methods and Implementation of Multi-dimensional TeachingStrategies
        5.5.1 Multi-modal Situational Teaching
        5.5.2 Cooperative Exploratory Teaching
        5.5.3 Differentiated and Stratified Teaching
    5.6 Reinforcement of the Linkage Between Home and School, Union of the Educational Forcesfrom Various Aspects
        5.6.1 Using Social Media and Promoting Home-school Cooperation
        5.6.2 Helping Parents Form Correct Educational Concepts
        5.6.3 Encouraging Parents to Create a Good Family Atmosphere
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Limitations of the Research
    6.3 Prospect of Future Research
References
Appendix Ⅰ: Questionnaires for Teachers and Students
Appendix Ⅱ: Interview Outline for Teachers and Students
Acknowledgements


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碩士論文
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[3]普通高中普通班數(shù)學(xué)學(xué)習(xí)困難學(xué)生的轉(zhuǎn)化[D]. 賈殿清.內(nèi)蒙古師范大學(xué) 2009
[4]對(duì)初中英語(yǔ)學(xué)習(xí)困難學(xué)生的歸因研究[D]. 魏玉宛.華中師范大學(xué) 2006



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