《小學(xué)英語新課程標(biāo)準(zhǔn)》要求教師在教學(xué)中,充分重視學(xué)生的心理及情感因素對(duì)其英語學(xué)習(xí)的影響及作用。自我效能感是指?jìng)�(gè)體對(duì)自己是否有能力組織和執(zhí)行某種特定行為的判斷。很多相關(guān)研究證明自我效能感與學(xué)生的學(xué)業(yè)成績(jī)呈顯著正相關(guān),它對(duì)學(xué)生的身心健康也會(huì)產(chǎn)生重要影響。目前在小學(xué)階段,隨著英語學(xué)習(xí)內(nèi)容、難度的不斷加大,許多小學(xué)高年級(jí)學(xué)生學(xué)習(xí)英語的熱情正在逐漸降低,學(xué)業(yè)成績(jī)亦不夠理想,這已成為小學(xué)英語教學(xué)亟待解決的一個(gè)重要問題。在這種背景下,本文旨在探討小學(xué)高年級(jí)學(xué)生的英語學(xué)習(xí)自我效能感水平、變化趨勢(shì)及主要影響因素,以期通過研究,為教師提出一些有效的方法和策略以提高小學(xué)生的英語學(xué)習(xí)自我效能感。本文在班杜拉自我效能感理論研究的基礎(chǔ)上,以山東省壽光市某小學(xué)215名高年級(jí)學(xué)生為研究對(duì)象,采用問卷調(diào)查、訪談等方法,主要探討以下三個(gè)問題:(1)小學(xué)高年級(jí)學(xué)生英語學(xué)習(xí)自我效能感的現(xiàn)狀;(2)小學(xué)高年級(jí)學(xué)生的英語學(xué)習(xí)自我效能感在性別、年級(jí)變量方面是否存在顯著差異,可能存在的變化趨勢(shì);(3)影響小學(xué)高年級(jí)學(xué)生英語學(xué)習(xí)效能感的主要影響因素有哪些。研究結(jié)果顯示:(1)小學(xué)高年級(jí)學(xué)生英語學(xué)習(xí)自我效能感總體水平處于中等水平。(2)...

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Related Concepts
        2.1.1 Definitions and Development of Self-efficacy
        2.1.2 Definitions of Learning Self-efficacy
        2.1.3 Definitions of English Learning Self-efficacy
        2.1.4 Functions of Learning Self-efficacy
        2.1.5 Influencing Factors of Learning Self-efficacy
    2.2 Studies on Self-efficacy in Education at Home and Abroad
        2.2.1 Studies on the Effects of Learning Self-efficacy on Students’Learning
        2.2.2 Studies on the Training Strategies of Learning Self-efficacy
        2.2.3 Studies on the Measurements of Learning Self-efficacy
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
    3.4 Data Collection and Data Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 The Status Quo of Primary School High Graders’English Learning Self-efficacy
    4.2 Differences of Students’English Learning Self-efficacy
        4.2.1 Differences of Students’English Learning Self-efficacy in Gender Variable
        4.2.2 Differences of Students’English Learning Self-efficacy in Grade Variable
        4.2.3 Evolution of Students’English Learning Self-efficacy
    4.3 Main Factors Affecting Primary School High Graders’English Learning Self-efficacy
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Studies
References
Appendix One Questionnaire
Appendix Two Interview Questions
About the Author



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