本文選題：代幣制 + 英語(yǔ)教學(xué)��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：動(dòng)機(jī)是決定外語(yǔ)學(xué)習(xí)成敗的關(guān)鍵非智力因素之一。英語(yǔ)課堂是學(xué)生獲取英語(yǔ)知識(shí)的主要場(chǎng)所,教師激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)的教學(xué)策略被認(rèn)為是激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)的重要因素之一。然而,由于受傳統(tǒng)教育思想等因素的影響,教師常常忽視了學(xué)生真正的需要,未能充分激發(fā)和維持學(xué)生學(xué)習(xí)興趣,很多學(xué)生缺乏學(xué)習(xí)動(dòng)機(jī),結(jié)果導(dǎo)致學(xué)習(xí)效率降低,學(xué)習(xí)成績(jī)低。近年來(lái),“代幣制”與教育結(jié)合的研究日益增多,包括計(jì)算機(jī)課程、音樂(lè)課,小學(xué)體育課和大學(xué)英語(yǔ)。然而,“代幣制”在教學(xué)中的應(yīng)用研究數(shù)量仍然不是很多。因此,如何在初中英語(yǔ)教學(xué)中運(yùn)用“代幣制”走向更好的方向發(fā)展是一個(gè)值得思考的問(wèn)題。本研究旨在探討在初中英語(yǔ)教學(xué)中實(shí)施“代幣制”如何影響初中生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和學(xué)生的英語(yǔ)成績(jī)。通過(guò)參考相關(guān)文獻(xiàn),并以強(qiáng)化理論,“皮格馬利翁效應(yīng)”和情感過(guò)濾假說(shuō)為理論基礎(chǔ),本研究提出了以下兩個(gè)研究問(wèn)題:1.“代幣制”的實(shí)施對(duì)初中生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)有什么樣的影響?2.“代幣制”的實(shí)施是否會(huì)提高初中生英語(yǔ)學(xué)習(xí)成績(jī)?對(duì)于不同英語(yǔ)水平的學(xué)生會(huì)產(chǎn)生不同的影響嗎?本研究在廣州市第18中學(xué)二年級(jí)(3)班和(4)班進(jìn)行。每個(gè)班有43名學(xué)生(共86名)。在實(shí)驗(yàn)初期向兩個(gè)班的學(xué)生發(fā)送問(wèn)卷,以了解他們的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)變化情況。本研究以(3)班為實(shí)驗(yàn)班,(4)班為對(duì)照班,進(jìn)行“代幣制”教學(xué)實(shí)驗(yàn),實(shí)驗(yàn)從2016年10月初到2017年1月初,歷時(shí)三個(gè)月。前測(cè)(上一學(xué)期期末成績(jī))和后測(cè)(本學(xué)期期末成績(jī))在實(shí)驗(yàn)前后兩個(gè)班同時(shí)進(jìn)行,并利用SPSS 19.0.對(duì)收集到的數(shù)據(jù)進(jìn)行處理和分析。教學(xué)實(shí)驗(yàn)后,對(duì)兩個(gè)班的學(xué)生實(shí)施調(diào)查問(wèn)卷,以了解他們的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的變化情況。研究結(jié)果顯示:代幣制能有效地激發(fā)初中生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī),尤其是內(nèi)部動(dòng)機(jī)和外部動(dòng)機(jī)。代幣制能有效提高初中生的英語(yǔ)學(xué)習(xí)成績(jī),但是對(duì)成績(jī)拔尖者和較低者影響不明顯,中等水平學(xué)習(xí)者有明顯的進(jìn)步。因此,本研究認(rèn)為在初中英語(yǔ)教學(xué)中使用代幣制是可行的,同時(shí)也為廣大英語(yǔ)教師的英語(yǔ)教學(xué)提供了參考與借鑒。最后作者提出了一些教學(xué)啟示,實(shí)驗(yàn)的不足以及今后的教學(xué)方法和建議。
[Abstract]:Motivation is one of the key non-intellectual factors that determine the success or failure of foreign language learning. English classroom is the main place for students to acquire English knowledge. Teachers' teaching strategies to stimulate students' learning motivation are regarded as one of the important factors to stimulate students' learning motivation. However, due to the influence of traditional educational ideas, teachers often ignore the real needs of students, fail to fully stimulate and maintain students' interest in learning, and many students lack learning motivation, which results in lower learning efficiency. Low academic achievement. In recent years, the research on the combination of "currency generation" and education, including computer courses, music classes, physical education in primary schools and college English, has been increasing. However, the number of applied research in teaching is still not much. Therefore, it is worth thinking about how to use "substitute currency system" in junior middle school English teaching to develop in a better direction. The purpose of this study is to explore how the practice of "currency generation" in junior high school English teaching affects junior high school students' English learning motivation and students' English achievement. By referring to relevant literature and based on reinforcement theory, Pygmalion effect and affective filtering hypothesis, this study raises the following two research questions: 1: 1. What kind of influence does the "money generation system" have on junior high school students' English learning motivation? Will the implementation of the "money generation system" improve junior high school students' English learning achievement? Do you have different effects on students with different English proficiency? This study was carried out in Class 3 and Class 4 in Grade 2 of Guangzhou No. 18 Middle School. There are 43 students in each class (86 in all). At the beginning of the experiment, a questionnaire was sent to the students in two classes to find out the change of their English learning motivation. This study took (3) class as experimental class and (4) class as control class. The experiment lasted for three months from the beginning of October 2016 to the beginning of January 2017. The pre-test (final grade of the last term) and the post-test (the end of the semester) were conducted simultaneously in both classes before and after the experiment, and SPSS 19.0 was used. Process and analyze the collected data. After the teaching experiment, the students in the two classes were investigated by questionnaire to find out the change of their English learning motivation. The results show that the generation of money system can effectively stimulate junior high school students' English learning motivation, especially internal motivation and external motivation. The generation currency system can effectively improve junior high school students' English learning achievement, but it has no obvious influence on the top and lower students, and the middle level learners have obvious progress. Therefore, this study holds that it is feasible to use substitute currency system in junior middle school English teaching, and it also provides a reference for English teachers. Finally, the author puts forward some teaching enlightenment, the deficiency of experiment and the teaching methods and suggestions in the future.
【學(xué)位授予單位】：廣州大學(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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