在當(dāng)今中國(guó)教育體系中,應(yīng)試教育仍然是課堂的主旋律。在這種情況下,高中英語(yǔ)課堂教學(xué)重在知識(shí)點(diǎn)的灌輸,忽視了其他方面包括情感因素,尤其是心理健康的培養(yǎng),導(dǎo)致了高中生多以應(yīng)付考試作為英語(yǔ)學(xué)習(xí)的目的,學(xué)生們可能沒(méi)有真正感受到學(xué)習(xí)英語(yǔ)的成就感,這種現(xiàn)象在示范性高中尤為顯著。高中英語(yǔ)課程標(biāo)準(zhǔn)(2017版)明確提出,高中英語(yǔ)課程的總體目標(biāo)是通過(guò)英語(yǔ)學(xué)習(xí)使學(xué)生形成初步的綜合語(yǔ)言運(yùn)用能力,促進(jìn)心智發(fā)展,提高綜合人文素養(yǎng)。以此,全面了解高中生的英語(yǔ)學(xué)習(xí)成就動(dòng)機(jī)以及他們的英語(yǔ)學(xué)習(xí)成敗歸因方式具有重要的意義。因?yàn)橛⒄Z(yǔ)學(xué)習(xí)成就動(dòng)機(jī)的強(qiáng)弱在很大程度上影響著學(xué)習(xí)者對(duì)英語(yǔ)學(xué)習(xí)的積極性和效率。成敗歸因又關(guān)系到學(xué)習(xí)者對(duì)目前學(xué)習(xí)結(jié)果的看法以及后續(xù)學(xué)習(xí)行為的產(chǎn)生。因此,本文通過(guò)調(diào)查示范性高中生英語(yǔ)學(xué)習(xí)成就動(dòng)機(jī)和成敗歸因的現(xiàn)狀,并對(duì)兩者的相關(guān)性進(jìn)行分析研究,以期為高中英語(yǔ)教學(xué)提供一些有效的、具有啟發(fā)性的建議。本文以Atkinson(1964)的成就動(dòng)機(jī)理論和Weiner(1974)的歸因理論為理論基礎(chǔ),采用問(wèn)卷調(diào)查的方法,以來(lái)自玉林市第一中學(xué)、百色高中和廣西師范大學(xué)附屬中學(xué)三所示范性高中的380名高二學(xué)生為研究對(duì)象。成就動(dòng)機(jī)問(wèn)...

【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 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Study
Chapter 2 Literature Review
    2.1 Description of Achievement Motivation
        2.1.1 Definitions of Achievement Motivation
        2.1.2 Classifications of Achievement Motivation
    2.2 Description of Attribution
        2.2.1 Definitions of Attribution
        2.2.2 Classifications of Attribution
    2.3 Theoretical Foundations of the Study
        2.3.1 Atkinson's Achievement Motivation Theory
        2.3.2 Weiner's Attribution Theory
    2.4 Brief Reviews of Previous Researches on the Correlation Between Achievement Motivation and Attribution
        2.4.1 Relevant Researches on the Correlation Between Achievement Motivation and Attribution Abroad
        2.4.2 Relevant Researches on the Correlation Between Achievement Motivation and Attribution at Home
    2.5 Theoretical Framework of the Present Study
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Achievement Motivation Questionnaire
        3.3.2 Attribution Style Questionnaire
        3.3.3 Reliability of the Questionnaires
    3.4 Data Collection
    3.5 Data Analysis
Chapter 4 Results and Discussions
    4.1 Overall Situation of Demonstrative High School Students'Achievement Motivation in English Learning
        4.1.1 Motivation of Pursuing Success
        4.1.2 Motivation of Avoiding Failure
    4.2 Overall Situation of Demonstrative High School Students'Attribution of Success and Failure in Their English Learning
        4.2.1 Attribution of Success
        4.2.2 Attribution of Failure
    4.3 Correlation Between Students' Achievement Motivation and Attribution in English Learning
        4.3.1 Correlation Between Achievement Motivation and Attributing Success to Effort
        4.3.2 Correlation Between Achievement Motivation and Attributing Success to Ability
        4.3.3 Correlation Between Achievement Motivation and Attributing Success to Luck
        4.3.4 Correlation Between Achievement Motivation and Attributing Success to Context
        4.3.5 Correlation Between Achievement Motivation and Attributing Failure to Effort
        4.3.6 Correlation Between Achievement Motivation and Attributing Failure to Ability
        4.3.7 Correlation Between Achievement Motivation and Attributing Failure to Luck
        4.3.8 Correlation Between Achievement Motivation and Attributing Failure to Context
    4.4 Discussion
Chapter 5 Implications
    5.1 Summary of Major Findings
    5.2 Implications
        5.2.1 Implications for Demonstrative High School English Teachers
        5.2.2 Implications for Demonstrative High School Students
Chapter 6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitations of the Study
    6.3 Suggestions for Future Study
Bibliography
Appendices
Acknowledgements



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