隨著教學由“教師中心”向“學生中心”的轉(zhuǎn)變,學生在課堂上的參與情況受到了來自教師和教育研究人員的關(guān)注。在基于前人研究基礎(chǔ)上,本文將學生參與分為三個維度:行為參與、認知參與、情感參與。在中國,對于初中學生而言,學習成績是衡量他們能否進入高中的重要標準。而學生的大部分時間是在學校的課堂中度過,所以探索學生課堂參與度與學生學習成績的相關(guān)性就顯得尤為重要。本文首先回顧了學生參與的相關(guān)研究和理論基礎(chǔ),以學生參與中的三個維度為切入點進一步探索學生參與和學生成績的關(guān)系。本論文選取了武漢市某普通初中的115名初三學生為研究對象,發(fā)放了《初中英語課堂參與度情況調(diào)查問卷》并對所收集的數(shù)據(jù)進行描述性統(tǒng)計、獨立樣本T檢驗、單因素方差分析、Pearson相關(guān)性分析和線性回歸分析,進而探索學生課堂參與的現(xiàn)狀及其與學習成績的相關(guān)關(guān)系以回答以下三個問題:（1）在初中英語課堂上,學生的課堂參與度是怎樣的?（2）課堂參與度的三個維度和學生學習成績有相關(guān)性嗎?如果有,有何種相關(guān)性?（3）基于上述不同維度和學習成績的關(guān)系,教師應(yīng)該如何提高學生的課堂參與度?本研究主要有以下發(fā)現(xiàn):（1）在初中英語課堂上,行為參與平均得分最高,認... 

【文章來源】：華中師范大學湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：81 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1.Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Structure of the dissertation
2.Literature Review
    2.1 Definitions
        2.1.1 Definitions of engagement
        2.1.2 Definitions of students' engagement
        2.1.3 Definitions of students' achievement
    2.2 Studies on students' engagement
        2.2.1 Three dimensions of students' engagement
        2.2.2 Studies on students' engagement home and abroad
    2.3 Studies on the correlation between students' engagement and students' achievement home and abroad
3.Research Design
    3.1 Research questions
    3.2 Context and participants
    3.3 Research instruments
        3.3.1 Students' engagement questionnaire in English class
    3.4 Data collection and analysis procedure
4.Results and Discussion
    4.1 The status quo of students' engagement in junior high school English class
        4.1.1 The status quo of students' engagement in three dimensions
        4.1.2 Gender differences in students' engagement
        4.1.3 Differences of students' engagement on achievement level
    4.2 The correlation between students' engagement and students' achievement
        4.2.1 The correlation between behavioral engagement and students'achievement
        4.2.2 The correlation between cognitive engagement and students'achievement
        4.2.3 The correlation between emotional engagement and students'achievement
    4.3 The suggestions for junior high school English teachers
        4.3.1 Developing benign classroom atmosphere for students
        4.3.2 Carrying out efficient classroom management
        4.3.3 Forming a good, harmonious teacher-student relationship
        4.3.4 Paying more attention to students with English learning difficulties
5.Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations and suggestions for further study
Bibliography
Appendix



本文編號：3363807