本文選題：高中英語 + 學困生�。� 參考：《山東師范大學》2017年碩士論文

【摘要】：學困生主要指智力正常但成績較差的學生。學困生往往表現(xiàn)為自覺性差、沒有自信、自卑感強、不思進取。據(jù)調(diào)查顯示,學困生的比例一般占學生總?cè)藬?shù)的8%到10%,有的學校甚至達到15%。學困生已成為一個不可忽視的群體。研究并轉(zhuǎn)化學困生,遏制學困生人數(shù)的增長很有必要。教育的最終目的是培養(yǎng)對社會有用的人才,并使每一個受過教育的人都人盡其用。因此,促進學困生轉(zhuǎn)化意義重大。英語學困生普遍認為成績不好與自身詞匯量儲備小有很大關(guān)系。學困生對詞匯學習策略如果有正確認知并能合理使用,很可能會擴大詞匯量,進而能提高英語綜合能力和自學能力。本研究以高一英語學困生的詞匯學習策略為研究對象,對山東德州市寧津縣第一中學高一部分學困生進行研究。本研究所選取的100名學生英語綜合測試成績不能達到考綱要求且詞匯量未達到新課標五級要求。學困生的共同特點是:英語綜合能力低下,詞匯量少,自認為英語學習比較困難,缺乏良好的學習習慣和合適的學習方法。本研究還試圖將學困生分為兩類:一,綜合排名靠前但英語成績不及格的學困生;二,綜合排名靠后且英語成績不及格的學困生。本研究主要回答以下3個問題:(1)目前學困生所普遍使用的詞匯學習策略主要有哪些?(2)實驗后學困生所使用的詞匯學習策略是否有變化?(3)不同種類學困生實驗前后所使用的詞匯學習策略是否相同?通過對學困生進行問卷調(diào)查、訪談、詞匯測試、詞匯策略實驗后,對結(jié)果進行定量和定性分析,筆者得到如下結(jié)論:1.在詞匯學習過程中,學困生很少使用資源策略、社交情感策略和元認知策略,有時使用認知策略�？傮w而言,學困生詞匯學習策略使用頻率偏低;2.實驗后,學困生詞匯學習策略有變化,使用頻率普遍提高,并且學困生詞匯量和語言綜合能力相對有很大提高;3.不同種類學困生在資源策略和社交情感策略方面使用頻率有不同。本研究試圖通過對100名學困生進行研究實驗,獲得有關(guān)英語學困生的寶貴資料和數(shù)據(jù),了解學困生學習過程中詞匯學習策略使用的數(shù)量和頻率,不同種類學困生使用詞匯學習策略的特點,詞匯學習策略對詞匯量和語言綜合能力的影響等。筆者通過研究試圖探尋如何有效地幫助學困生將策略訓練融入日常英語學習中,提高學困生的策略意識,幫助學困生提高學習效率和學習能力,同時也為其他教師幫助學困生克服學習障礙提供經(jīng)驗。本研究的局限性在于調(diào)查的樣本數(shù)量小,結(jié)果的概括性有待進一步驗證,調(diào)查對象僅限于寧津一中的部分學困生,其普遍性受到一定影響。
[Abstract]:Students with learning difficulties mainly refer to students with normal intelligence but poor grades. Students with learning difficulties often show poor self-consciousness, no self-confidence, a strong sense of inferiority complex, do not want to forge ahead. According to the survey, the proportion of students with learning difficulties generally accounts for 8% to 10% of the total number of students, and some schools even reach 15%. Students with learning difficulties have become a group that can not be ignored. It is necessary to study and transform the students with learning difficulties and curb the growth of the number of students with learning difficulties. The ultimate goal of education is to cultivate useful talents for society and to make every educated man do his best. Therefore, it is of great significance to promote the transformation of students with learning difficulties. Students with English learning disabilities generally agree that poor performance is related to their small vocabulary reserves. If students with learning difficulties have a correct understanding of vocabulary learning strategies and can use them reasonably, they may expand their vocabulary and then improve their English comprehensive ability and self-study ability. This study focuses on the vocabulary learning strategies of the students with English learning difficulties in senior one, and studies the students with learning difficulties in the first Middle School of Ningjin County in Dezhou City, Shandong Province. The English comprehensive test scores of 100 students in this study are not up to the requirements of the syllabus and the vocabulary is not up to the requirements of CET-5 of the new curriculum. The common characteristics of the students with learning difficulties are: low comprehensive English ability, small vocabulary, self-perceived English learning difficulties, lack of good learning habits and appropriate learning methods. This study also attempts to divide the students with learning difficulties into two categories: one is the students with learning difficulties who are at the top of the comprehensive ranking but fail in English, and the other is the students with learning difficulties who are at the bottom of the comprehensive ranking and who fail in English. This study mainly answers the following three questions: 1) which vocabulary learning strategies are commonly used by students with learning disabilities at present? (2) whether the vocabulary learning strategies used by students with learning disabilities have changed after the experiment? (3) whether vocabulary learning strategies used by students with learning difficulties of different types have changed before and after the experiment Are the vocabulary learning strategies the same? Based on the questionnaire, interview, vocabulary test and vocabulary strategy experiment, the author makes a quantitative and qualitative analysis of the results, and reaches the following conclusion: 1. In the process of vocabulary learning, students with learning disabilities seldom use resource strategies, social affective strategies, metacognitive strategies, and sometimes cognitive strategies. In general, the use of vocabulary learning strategies of students with learning disabilities is low. After the experiment, the vocabulary learning strategies of the students with learning difficulties have been changed, the frequency of use has been increased generally, and the vocabulary size and the comprehensive language ability of the students with learning difficulties have greatly improved. Different types of students with learning disabilities use different resource strategies and social affective strategies. This study attempts to obtain valuable data and data on 100 students with learning disabilities in order to understand the number and frequency of vocabulary learning strategies used by students with learning disabilities. The characteristics of different types of students with learning disabilities in using vocabulary learning strategies, the influence of vocabulary learning strategies on vocabulary size and language synthesis ability. Through the research, the author tries to explore how to effectively help the students with learning difficulties to integrate strategy training into their daily English learning, to improve their strategic awareness, and to help them improve their learning efficiency and learning ability. At the same time for other teachers to help students with learning difficulties overcome learning barriers to provide experience. The limitation of this study is that the number of samples is small and the generality of the results needs to be further verified. The objects of investigation are only part of the students with learning difficulties in Ningjin No. 1 Middle School whose universality is affected to a certain extent.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1878510