發(fā)布時(shí)間：2018-06-20 20:35

  本文選題：問(wèn)題解決能力感知 + 英語(yǔ)成績(jī)�。� 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：多年以來(lái),問(wèn)題解決能力已被廣泛研究,通常,我們會(huì)這樣定義它:一種目標(biāo)導(dǎo)向性的的認(rèn)知操作事件,在職場(chǎng)和日常生活中,它也被當(dāng)做是一種重要的認(rèn)知技能。該技能具備以下三個(gè)特點(diǎn):本質(zhì)上是一種認(rèn)知活動(dòng);目標(biāo)明確;問(wèn)題的復(fù)雜性和難度取決于解決者當(dāng)時(shí)的知識(shí)水平和經(jīng)驗(yàn)技巧。事實(shí)上,英語(yǔ)學(xué)習(xí)者問(wèn)題解決能力的高低會(huì)影響到他們當(dāng)前的英語(yǔ)學(xué)習(xí),也在一定程度上會(huì)影響他們?nèi)蘸蟮膶W(xué)習(xí)以及在社會(huì)上的發(fā)展。盡管國(guó)外有很多研究者對(duì)該問(wèn)題的研究轉(zhuǎn)向了各自然科學(xué)學(xué)科(生物,物理和數(shù)學(xué)等),在閱讀相關(guān)文獻(xiàn)時(shí),作者發(fā)現(xiàn)國(guó)內(nèi)研究者對(duì)這一方面的研究甚少,且鮮有研究關(guān)注它與某些人文學(xué)科(歷史,文學(xué)或者政治)的關(guān)系,更別說(shuō)是高中生英語(yǔ)學(xué)習(xí)中的問(wèn)題解決能力感知。因此,我們對(duì)這一問(wèn)題研究的重要性和必要性可見(jiàn)一斑。在本調(diào)查中,作者于2016年6月隨機(jī)選取南昌市區(qū)某一普通高中被試143人參與此次調(diào)查研究。被試者需先完成一份調(diào)查問(wèn)卷,該問(wèn)卷共32小題,整體分為3小部分:問(wèn)題解決信心,面對(duì)問(wèn)題時(shí)的態(tài)度傾向和解決問(wèn)題時(shí)的情緒自我控制。隨后,再邀請(qǐng)10人參加半結(jié)構(gòu)式訪談。借助問(wèn)卷,訪談以及期末考試成績(jī),我們進(jìn)一步提出了以下三個(gè)問(wèn)題:1.被試者的問(wèn)題解決能力感知整體有何特點(diǎn),其三個(gè)維度(問(wèn)題解決信心,問(wèn)題解決態(tài)度傾向和情緒自我控制)的具體情況如何?2.被試者的問(wèn)題解決能力感知在男女之間,英語(yǔ)成績(jī)高低分組之間存在差異嗎?3.被試者的問(wèn)題解決能力感知同他們的英語(yǔ)成績(jī)是否相關(guān)?結(jié)合定量和定性分析,我們可以得出以下結(jié)論:1)學(xué)生整體的問(wèn)題解決能力感知平均值是106.05,高于96的合格線,說(shuō)明這些高中生的問(wèn)題解決能力感知達(dá)到合格水平。具體來(lái)說(shuō),學(xué)生面對(duì)問(wèn)題時(shí)表現(xiàn)的自信和積極的應(yīng)對(duì)態(tài)度兩項(xiàng)的均值(36.55,55.38)超過(guò)合格分?jǐn)?shù)33和45,說(shuō)明被試在這兩維度上也達(dá)到合格水平。但是,他們面對(duì)問(wèn)題時(shí)表現(xiàn)出的自我控制低于合格水平(14.1115)。2)借助獨(dú)立樣本t檢驗(yàn),我們發(fā)現(xiàn)男女同學(xué)整體的問(wèn)題解決能力感知與個(gè)體情緒的自我控制存在顯著差異(p=0.0060.05;p=0.0350.05).此外,通過(guò)比較各項(xiàng)均值,我們發(fā)現(xiàn)男生的均值均大于女生。3)英語(yǔ)高低分組之間在問(wèn)題解決能力感知上并無(wú)顯著區(qū)別,但高分組學(xué)生各項(xiàng)均值均高于低分組學(xué)生。4)至于問(wèn)題解決能力感知與學(xué)生的英語(yǔ)成績(jī)的相關(guān)性,結(jié)果表明:學(xué)生的問(wèn)題解決能力感知與他們的英語(yǔ)成績(jī)無(wú)顯著相關(guān)性。然而,個(gè)體面對(duì)要解決的問(wèn)題時(shí)表現(xiàn)出的情緒自我控制與英語(yǔ)成績(jī)呈負(fù)相關(guān)(P=-0.09)。總之,這一研究對(duì)我們了解問(wèn)題解決能力感知以及進(jìn)一步了解它與英語(yǔ)成績(jī)的相關(guān)性甚至推動(dòng)實(shí)際英語(yǔ)教學(xué)具有啟發(fā)意義。
[Abstract]:Over the years, problem-solving has been widely studied, and we usually define it as a goal-oriented cognitive event that is also seen as an important cognitive skill in the workplace and in everyday life. The skill has the following three characteristics: essentially a cognitive activity; a clear goal; and the complexity and difficulty of the problem depends on the knowledge level and experiential skills of the solver at that time. In fact, English learners' problem-solving ability will affect their current English learning and, to some extent, their future learning and social development. Although many researchers abroad have turned to the natural sciences (biology, physics, mathematics, etc.), when reading the relevant literature, the author finds that the domestic researchers have very little research on this aspect. And few studies have focused on its relationship with some humanities subjects (history, literature or politics), let alone the perception of problem-solving ability in English learning of senior high school students. Therefore, the importance and necessity of our research on this issue can be seen. In this study, 143 participants from an ordinary high school in Nanchang City were randomly selected in June 2016. The subjects were asked to complete a questionnaire, which consisted of 32 questions, which was divided into three parts: confidence in problem-solving, attitude tendency in the face of problem-solving and emotional self-control in problem-solving. Subsequently, 10 people were invited to take part in a semi-structured interview. With the help of questionnaires, interviews and final exam scores, we further raised the following three questions: 1. 1. What are the characteristics of the subjects' perception of problem-solving ability as a whole, and what is the specific situation of the three dimensions (problem-solving confidence, problem-solving attitude tendency and emotional self-control)? The problem solving ability perception of the subjects is between men and women. Is there any difference between the high and low English achievement groups? Does the subjects' perception of problem-solving ability correlate with their English achievement? Combined with quantitative and qualitative analysis, we can draw the following conclusion: 1) the average perception of problem-solving ability of students as a whole is 106.05, which is higher than the qualified line of 96, which shows that the perception of problem-solving ability of these high school students has reached a qualified level. Specifically, the average of confidence and positive coping attitude of students in facing problems was 36.5% or 55.38), which exceeded the qualification scores of 33 and 45, indicating that the subjects also reached the qualification level in these two dimensions. However, when they face the problem, their self-control is lower than the qualified level. (2) with the help of independent sample t test, we find that there is a significant difference between male and female students' perception of problem-solving ability and self-control of individual emotion. In addition, by comparing the mean values, we find that there is no significant difference in the perception of problem-solving ability between boys and girls. However, the average value of each item in the high score group was higher than that in the low score group. (4) as to the correlation between problem solving ability perception and students' English achievement, the results showed that there was no significant correlation between the students' problem solving ability perception and their English scores. However, there is a negative correlation between emotional self-control and English achievement. In a word, this study is instructive for us to understand the perception of problem-solving ability and to further understand its relevance to English achievement and even to promote practical English teaching.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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