發(fā)布時間：2018-03-23 23:05

  本文選題：課堂參與現(xiàn)狀　切入點：影響因素　出處：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：新課改以來,教學(xué)逐步由教師為中心的教學(xué)模式轉(zhuǎn)變?yōu)閷W(xué)生為中心,英語教學(xué)也在不斷探索和改革中向?qū)W生為中心的教學(xué)模式轉(zhuǎn)變,不斷提高英語課堂教學(xué)中學(xué)生的參與度,然而就目前而言,英語課堂當(dāng)中學(xué)生的參與度并不高。本研究的目的主要是想通過了解初中英語課堂中學(xué)生學(xué)習(xí)參與現(xiàn)狀及其影響因素,并提出科學(xué)的建議,以此提高學(xué)生在英語課堂教學(xué)中參與的主動性和積極性。本研究以問卷調(diào)查法為主,為完善本研究采用了訪談法輔助手段對初中學(xué)生參與的現(xiàn)狀及其影響因素進(jìn)行探究。本文以某普通初一到初三三個年級450名學(xué)生選作研究對象。共計發(fā)放問卷450份,回收450份,經(jīng)篩選有效問卷415份,同時訪談了三個年級6名英語任課教師和12名學(xué)生。收集到的數(shù)據(jù)通過SPSS17.0整理和分析,采用了描述性分析以及差異性分析,并通過教師和學(xué)生的訪談得以補充,主要結(jié)論如下:第一,初中生在英語課堂的參與程度看,行為參與略高于認(rèn)知參與和情感參與;三個年級的學(xué)生在英語課上的參與程度存在顯著差異:初三學(xué)生的行為參與和情感參與程度最高,初一學(xué)生的認(rèn)知參與程度最高。第二,初中英語課堂學(xué)生參與程度的影響因素來自于兩個方面:學(xué)生學(xué)習(xí)動機和教師的教學(xué)方式�；谒醚芯拷Y(jié)果,本研究建議要樹立正確的學(xué)生參與觀,引導(dǎo)學(xué)生主動參與;培養(yǎng)學(xué)生的英語學(xué)習(xí)興趣,激發(fā)學(xué)生的內(nèi)部學(xué)習(xí)動機;教師及時更新正確科學(xué)的教學(xué)理念,采用靈活多樣的教學(xué)形式促進(jìn)英語課堂的學(xué)生參與。
[Abstract]:Since the new curriculum reform, teaching has gradually changed from teacher-centered teaching mode to student-centered teaching mode, and English teaching has been changing to student-centered teaching mode in the course of continuous exploration and reform, thus increasing the participation of students in English classroom teaching. However, at present, the participation of students in English classroom is not high. The purpose of this study is to understand the present situation of middle school students' participation in English classroom and its influencing factors, and to put forward some scientific suggestions. In order to improve the initiative and enthusiasm of students' participation in English classroom teaching, the present study focuses on questionnaire survey. In order to perfect this study, the author uses the interview method to explore the present situation of junior high school students' participation and its influencing factors. 450 students from one to three grades of junior high school were selected as the research objects. A total of 450 questionnaires were sent out, 450 of which were recovered. A total of 415 valid questionnaires were selected, and 6 English teachers and 12 students were interviewed in three grades. The collected data were collected and analyzed by SPSS17.0, descriptive analysis and difference analysis were used. The main conclusions are as follows: first, junior high school students' participation in English classroom is slightly higher than cognitive participation and emotional participation; There are significant differences among the three grade students in English class: the third grade students have the highest degree of behavior participation and emotional participation, the first grade students have the highest degree of cognitive participation. The influencing factors of students' participation in junior middle school English classroom come from two aspects: students' learning motivation and teachers' teaching methods. Based on the results of the research, this study suggests that we should establish a correct view of students' participation and guide students to participate actively; In order to cultivate students' interest in English learning and stimulate students' internal motivation, teachers should update correct and scientific teaching ideas in time and adopt flexible and diverse teaching methods to promote students' participation in English classes.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
，

本文編號：1655592