【摘要】：情感目標作為《英語課程標準》的五大目標之一,在當今英語教學(xué)中發(fā)揮著非常重要的作用。然而長期來許多英語教師關(guān)注更多的是教學(xué)中的認知因素,而對情感因素則缺乏應(yīng)有的重視。新課程標準的定位是“激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣,使學(xué)生樹立信心,養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略,發(fā)展自主學(xué)習(xí)的能力和合作精神”。情感態(tài)度目標的提出帶動了英語情感教學(xué)研究的熱潮。針對這一現(xiàn)象,研究者以人本主義學(xué)習(xí)理論,建構(gòu)主義學(xué)習(xí)理論和情感過濾假設(shè)為基礎(chǔ),采用問卷調(diào)查和訪談作為主要的研究工具對高中英語教學(xué)情感教育現(xiàn)狀和影響情感教育實施因素進行調(diào)查和研究,并提出一些建設(shè)性建議。本研究旨在回答以下問題:1)高中英語教學(xué)中情感教學(xué)的現(xiàn)狀是什么?2)高中英語教學(xué)中不同情感度的教師對學(xué)生的學(xué)習(xí)興趣,學(xué)習(xí)動機和學(xué)習(xí)焦慮之間有哪些影響?3)高中英語教學(xué)中新手型教師和經(jīng)驗型教師情感教育方面有哪些差異?205名學(xué)生和30名英語教師均來自榆次市第三中學(xué)參與了本調(diào)查研究。調(diào)查結(jié)果由統(tǒng)計分析軟件SPSS17.0進行分析。然后研究者對參與本次調(diào)查的任意14名高中英語教師進行了訪談,內(nèi)容涉及教師對情感教學(xué)目標的態(tài)度,教師情感教學(xué)策略和方法的運用,教師在實施情感教學(xué)中遇到的困難等,以進一步挖掘影響教師情感教學(xué)的因素及開展有效性情感教學(xué)的途徑。研究的主要結(jié)論如下:1)許多英語教師已充分意識到情感在高中英語教學(xué)中的關(guān)鍵作用,但教學(xué)中“重知輕情”的現(xiàn)象大體存在,超過一半的學(xué)生在英語課堂中焦慮感偏重,學(xué)生學(xué)英語的興趣和信心偏低。2)不同情感度的教師對學(xué)生學(xué)習(xí)興趣,學(xué)習(xí)信心和學(xué)習(xí)焦慮度有一定的影響,教師對情感教學(xué)的態(tài)度,情感教學(xué)策略的運用和學(xué)生的學(xué)習(xí)狀態(tài)有一定的聯(lián)系。教師應(yīng)在教學(xué)過程中營造一種和諧和自由的學(xué)習(xí)氛圍來激發(fā)學(xué)生的學(xué)習(xí)興趣,增強學(xué)生學(xué)英語的信心,降低焦慮現(xiàn)象。3)新手型教師和經(jīng)驗型教師在備課和批改作業(yè)時情感因素運用方面沒有顯著差異,但經(jīng)驗型教師在學(xué)生主動參與程度,營造輕松愉快的課堂氛圍,和情感策略的使用方面明顯優(yōu)于新手教師。基于問卷數(shù)據(jù)分析中發(fā)現(xiàn)的問題以及對訪談數(shù)據(jù)的整理歸納,研究者提出高中英語教師情感教學(xué)的建議,以期促進高中英語教學(xué)中情感教學(xué)的有效開展。
[Abstract]:As one of the five goals of English Curriculum Standard, affective goal plays a very important role in English teaching. However, for a long time, many English teachers have paid more attention to the cognitive factors in teaching, but lack of due attention to the affective factors. The orientation of the new curriculum standard is to "stimulate and cultivate students' interest in learning English, make students establish confidence, develop good learning habits and effective learning strategies, and develop the ability and spirit of cooperation in autonomous learning". The aim of affective attitude has driven the upsurge of English affective teaching. In response to this phenomenon, researchers based on humanistic learning theory, constructivism learning theory and emotional filtering hypothesis, The present situation of affective education in senior high school English teaching and the factors affecting the implementation of affective education are investigated and studied with questionnaires and interviews, and some constructive suggestions are put forward. The purpose of this study is to answer the following question: 1) what is the current situation of affective teaching in English teaching in senior high school? 2) the interest of teachers with different emotional degrees in English teaching in senior high school? What is the influence between Learning motivation and Learning anxiety (3) what are the differences in emotional education between novice and experiential teachers in senior English teaching? 205 students and 30 English teachers from Yuci No. 3 Middle School participated in this study. The results were analyzed by statistical analysis software SPSS17.0. Then the researcher conducted interviews with 14 English teachers in high school who participated in this survey, including the teachers' attitude towards the goal of emotional teaching, and the application of teachers' emotional teaching strategies and methods. In order to further explore the factors that affect teachers' emotional teaching and the ways to carry out effective emotional teaching, teachers encountered difficulties in implementing affective teaching. The main conclusions of the study are as follows: (1) many English teachers have fully realized the key role of emotion in high school English teaching, but the phenomenon of "paying attention to knowledge and neglecting emotion" generally exists in the teaching process, and more than half of the students are more anxious in the English classroom. Students' interest and confidence in learning English is low. 2) Teachers with different emotional degrees have a certain influence on students' interest in learning, learning confidence and learning anxiety, and teachers' attitude towards affective teaching. The application of affective teaching strategies is related to the students' learning state. Teachers should create a harmonious and free learning atmosphere in the teaching process to stimulate students' interest in learning and enhance their confidence in learning English. (3) there was no significant difference in the use of emotional factors between novice and experiential teachers in preparing lessons and correcting homework, but experiential teachers took part in the students' active participation and created a relaxed and pleasant classroom atmosphere. And the use of affective strategies is superior to that of novice teachers. Based on the problems found in the analysis of questionnaire data and the conclusion of the interview data, the researcher puts forward some suggestions on affective teaching for senior English teachers in order to promote the effective development of affective teaching in senior high school English teaching.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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