發(fā)布時間：2018-01-31 13:09

  本文關(guān)鍵詞： 教師親和力 學(xué)生興趣 課堂參與度　出處：《河北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：英語教師親和力是指師生通過親密接觸而產(chǎn)生的情感凝聚力。這種情感力量應(yīng)該是發(fā)自肺腑,體現(xiàn)著教師對學(xué)生的期望與關(guān)懷,蘊藏著學(xué)生對教師的信任和熱愛。教師具有的親和力越強,越能走進(jìn)學(xué)生心靈,越能得到學(xué)生的尊重和愛戴。教師應(yīng)該注重培育親和力,推動自己教育教學(xué)工作的順利實施,達(dá)到個人專業(yè)發(fā)展和教學(xué)成果顯著的雙豐收。為了調(diào)查初中英語教師親和力的當(dāng)前水平以及與學(xué)生學(xué)習(xí)興趣及課堂參與度之間的關(guān)系,筆者通過問卷調(diào)查和訪談兩種研究工具,對石家莊某初中八個班的460名學(xué)生以及他們的四位英語老師進(jìn)行了調(diào)查研究。本研究涵括三個學(xué)生問卷和一個訪談。第一個問卷要求學(xué)生對當(dāng)前初中英語教師親和力水平做出評價。第二個問卷則是調(diào)查學(xué)生學(xué)英語的興趣程度,包含情感學(xué)習(xí)和認(rèn)知學(xué)習(xí)兩部分。第三個問卷是調(diào)查學(xué)生在英語課堂上的參與程度。本研究主要回答以下問題:第一,初中英語教師親和力的當(dāng)前水平如何?第二,教師的親和力行為是否會影響學(xué)習(xí)興趣和課堂參與度;如果答案是肯定的,在哪些方面有具體的影響?第三,教師親和力行為對學(xué)生興趣的哪個方面影響最大?以及哪一類教師親和力行為對課堂參與度起著更為重要的作用?在收集了相關(guān)的實驗調(diào)查數(shù)據(jù)之后,筆者通過統(tǒng)計學(xué)軟件SPSS對統(tǒng)計數(shù)據(jù)進(jìn)行了分析。研究結(jié)果表明:第一,當(dāng)前初中英語教師的親和力水平相對較高。第二,初中英語教師親和力行為與學(xué)生興趣呈中度相關(guān);教師的親和力行為從管理親和力、關(guān)系親和力、言語親和力、個人親和力和非言語親和力等方面影響學(xué)生興趣和課堂參與度。第三,教師的關(guān)系親和力和言語親和力對學(xué)生興趣課堂參與度尤為重要。最后,根據(jù)研究得出的結(jié)論,本文作者在提高教師親和力方面提出了一些建議。教師應(yīng)提高運用親和力行為的能力以便更有效地管理課堂,更好的去支持學(xué)生,并鼓勵學(xué)生積極參與課堂活動,營造一個更為和諧的課堂氛圍,取得更好的學(xué)業(yè)成績。
[Abstract]:English teachers' affinity refers to the emotional cohesion generated by close contact between teachers and students. This emotional force should be from the heart and reflect the teachers' expectations and care for students. It contains students' trust and love to teachers. The stronger the affinity of teachers, the more they can enter the students' hearts, and the more they can be respected and loved by students. Teachers should pay attention to cultivating affinity. We will promote the smooth implementation of our own education and teaching work. In order to investigate the current level of English teachers' affinity and their relationship with students' learning interest and classroom participation. The author through questionnaire and interview two kinds of research tools. An investigation was conducted on 460 students and their four English teachers in eight middle school classes in Shijiazhuang. The study included three student questionnaires and an interview. The first questionnaire asked students to teach English in their current junior middle schools. The second questionnaire was to investigate the students' interest in learning English. The third questionnaire is about the students' participation in the English classroom. This study mainly answers the following questions: first, what is the current level of English teachers' affinity in junior high school? Second, does the teacher's affinity behavior affect learning interest and classroom participation; if the answer is yes, in what specific ways? Third, which aspect of students' interest is affected most by teachers' affinity behavior? And what kind of teacher affinity behavior plays a more important role in classroom participation? After collecting the relevant experimental investigation data, the author analyzes the statistical data through the statistical software SPSS. The results show that: first. At present, the level of affinity of junior middle school English teachers is relatively high. Secondly, the affinity behavior of junior middle school English teachers is moderately related to students' interest; Teachers' affinity behavior affects students' interest and classroom participation from the aspects of management affinity, relationship affinity, verbal affinity, personal affinity and non-verbal affinity. Teachers' relationship affinity and verbal affinity are particularly important for students' interest in classroom participation. Finally, according to the conclusions of the study. The author puts forward some suggestions on how to improve teachers' affinity. Teachers should improve their ability to use affinity behavior in order to manage the classroom more effectively and support students better. Students are encouraged to actively participate in classroom activities to create a more harmonious classroom atmosphere and achieve better academic results.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳永軍;;初中英語教師專業(yè)素質(zhì)的退化與對策[J];內(nèi)蒙古師范大學(xué)學(xué)報(教育科學(xué)版);2006年02期

2 溫愛英;;提高農(nóng)村初中英語教師素質(zhì)的策略[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2007年01期

3 李素霞;;淺談初中英語教師的專業(yè)化之路[J];才智;2008年06期

4 周智忠;;初中英語教師專業(yè)發(fā)展情況調(diào)查[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2009年01期

5 王紹杰;;初中英語教師如何面對英語厭學(xué)者[J];才智;2009年27期

6 王瑩;;初中英語教師在多媒體環(huán)境下的角色分析[J];甘肅科技;2009年23期

7 劉春霞;;黑龍江墾區(qū)初中英語教師的素質(zhì)調(diào)查研究[J];科學(xué)咨詢(決策管理);2010年02期

8 黃曦;車s，

本文編號：1479137