本文選題：普通高中　切入點：示范性高中　出處：《廣西師范大學》2017年碩士論文

【摘要】：自20世紀80年代以來,西方教育界研究課堂教學的視角逐漸從教師轉(zhuǎn)向?qū)W生。Krashen的可理解輸入(comprehensible input)假說和Long的互動假說理論(interaction hypothesis)的提出使學者更加重視外語課堂上的師生交互活動。因此,學生主體參與的研究一度成為一個熱點問題。學生參與是課堂教學的關(guān)鍵,積極主動的課堂參與是高中生有效學習英語的必要條件。本研究專門對百色市示范性高中和普通高中學生英語課堂參與現(xiàn)狀進行調(diào)查并分析兩者的差異性,以期為提高百色地區(qū)高中英語教學的有效性提供一些有效的、科學的建議。本研究以社會建構(gòu)主義、交互理論為基礎(chǔ),以問卷調(diào)查、課堂觀察和訪談為研究手段對百色市高二年級的533名學生進行調(diào)查研究。高中生英語課堂參與問卷分兩個模塊,第一個模塊是在孔企平(2003)的行為參與問卷、認知參與問卷和情感參與問卷的基礎(chǔ)上修改而成,包括三個部分、九個維度,即行為參與部分(專心上課及深入鉆研)、認知參與部分(低層次策略、高層次策略和依賴他人)以及情感參與部分(快樂感、成就感、焦慮和厭倦);第二個模塊是在參考白金艷自我報告的基礎(chǔ)上修改而成的。本研究關(guān)注三個問題:(1)百色市高中生英語課堂參與現(xiàn)狀;(2)百色市普通高中與示范性高中學生英語課堂參與差異性;(2)影響百色市高中生英語課堂參與的因素。研究結(jié)果表明:(1)百色市高中生英語課堂參與總體現(xiàn)狀良好;(2)百色市普通高中與示范性高中學生英語課堂參與在行為參與、認知參與和情感參與方面存在顯著的差異性,并且示范性高中學生的英語課堂參與水平優(yōu)于普通高中學生;(3)影響百色市高中生英語課堂參與的因素主要包括學生層次(性格、自身的英語水平、對英語感興趣程度及對英語學習的自信心)、教師層次(老師的課堂設(shè)計、教學內(nèi)容、教學方法及期望)以及環(huán)境層次(客觀環(huán)境與主觀環(huán)境)。根據(jù)研究結(jié)果,為了有力度地提升百色市高中生英語課堂參與度,作者從兩個層面提出了科學合理的建議。就教師來說:樹立學生主體意識;設(shè)計靈活、有意義的教學內(nèi)容,正確運用教學方法,加強對學生有效的英語學習策略的培訓,更加注重形成性評估,為學生提供更多參與機會,注重形成積極的課堂氛圍。就學生而言,培養(yǎng)英語學習的興趣及自信心,提升英語水平。
[Abstract]:Since the 1980s,From the perspective of teachers to students' comprehensible input hypothesis and Long's interaction hypothesis, the western educational circles' view of classroom teaching has made scholars pay more attention to teacher-student interaction in foreign language classes.Therefore, the research of student main body participation once became a hot issue.Student participation is the key to classroom teaching. Active classroom participation is a necessary condition for high school students to learn English effectively.This study investigates the present situation of English classroom participation of model senior high school students and ordinary senior high school students in Baise City and analyzes their differences in order to provide some effective and scientific suggestions for improving the effectiveness of English teaching in senior high schools in Baise area.Based on social constructivism and interaction theory, 533 senior high school students in Baise city were investigated by questionnaire, classroom observation and interview.The English classroom participation questionnaire of senior high school students is divided into two modules. The first module is based on the behavior participation questionnaire, the cognitive participation questionnaire and the emotional participation questionnaire, which includes three parts and nine dimensions.That is, behavioral participation (concentration in class and deep study), cognitive participation (low level strategy, high level strategy and dependence on others) and emotional participation (happiness, sense of achievement).Anxiety and boredom; the second module was modified by reference to the platinum self-report.This study focuses on three questions: 1) the current situation of high school students' English classroom participation in Baise City (2) the differences between ordinary senior high school students and model high school students' English classroom participation in Baise City and 2) the factors that affect the English classroom participation of senior high school students in Baise City.The results show that there are significant differences in behavior participation, cognitive participation and emotional participation between ordinary senior high school students and model senior high school students in Baise City.Moreover, the English classroom participation level of model senior high school students is better than that of ordinary senior high school students. The main factors that affect the English classroom participation of senior high school students in Baise City include students' level (personality, their own English proficiency).Degree of interest in English and confidence in English learning, teacher level (teacher's classroom design, teaching content, teaching method and expectation) and environmental level (objective and subjective environment).According to the results, in order to enhance the participation of senior high school students in Baise City, the author puts forward scientific and reasonable suggestions from two aspects.As far as teachers are concerned, they should set up students' subjective consciousness, design flexible and meaningful teaching contents, apply teaching methods correctly, strengthen the training of effective English learning strategies for students, and pay more attention to formative evaluation.To provide more opportunities for students to participate, pay attention to the formation of a positive classroom atmosphere.As far as students are concerned, they should develop their interest and self-confidence in English learning and improve their English proficiency.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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