【摘要】：歸因研究是心理學(xué)研究的重要領(lǐng)域,歸因研究是由美國心理學(xué)家韋納在十九世紀(jì)七十年代提出,并于八十年代修正的一個(gè)心理學(xué)研究領(lǐng)域。隨著我國課程改革的逐步深入,關(guān)于學(xué)生學(xué)習(xí)困難的歸因研究日益受到了廣泛的關(guān)注。在本文中,我們主要運(yùn)用歸因理論對(duì)云南省偏遠(yuǎn)少數(shù)民族地區(qū)高中英語學(xué)困生來進(jìn)行歸因研究。本論文共有五章：第一章主要介紹本課題的研究背景及其研究意義。第二章主要綜述了學(xué)困生的學(xué)習(xí)困難表現(xiàn)及其界定、歸因理論研究的歷史進(jìn)程和最新進(jìn)展、歸因理論基礎(chǔ)和歸因模型以及韋納的成就動(dòng)機(jī)理論、情緒情感歸因模型和歸因訓(xùn)練研究。第三章介紹了本文的研究方法,包括研究背景,研究目的、調(diào)查對(duì)象以及問卷調(diào)查過程。第四章對(duì)調(diào)查結(jié)果做詳細(xì)的分析。根據(jù)問卷結(jié)果分析了高中英語學(xué)困生的歸因特點(diǎn)以及學(xué)困生男生與女生之間的歸因特點(diǎn)。并從歸因的穩(wěn)定性、內(nèi)外因,可控程度等三個(gè)維度來分析英語學(xué)困生的歸因差異,且對(duì)歸因理論與成功期望和情感反應(yīng)方便做了差異性表現(xiàn)分析。第五章總結(jié)了本文的研究發(fā)現(xiàn)和研究的不足以及教學(xué)啟示。根據(jù)的調(diào)查問卷結(jié)果分析得出了歸因理論對(duì)高中英語英語教學(xué)尤其是對(duì)學(xué)困生教育的一些啟示。本文通過問卷調(diào)查及研究發(fā)現(xiàn),非學(xué)困生比學(xué)困生更擅長(zhǎng)于做不穩(wěn)定性和外因的歸因,學(xué)困生的學(xué)習(xí)興趣,學(xué)習(xí)自信心明顯弱于非學(xué)困生,而學(xué)困生中女生的學(xué)習(xí)興趣和學(xué)習(xí)自信心要高于學(xué)困生男生。通過本研究,可以對(duì)教師的日常教學(xué)工作提出一些建議：高中英語教師對(duì)學(xué)困生的轉(zhuǎn)換,可以從培養(yǎng)學(xué)困生的英語學(xué)習(xí)興趣開始,增強(qiáng)學(xué)困生的學(xué)習(xí)自信心,激發(fā)他們的學(xué)習(xí)動(dòng)機(jī),并且結(jié)合日常的教育教學(xué)工作,針對(duì)不同學(xué)生的歸因傾向進(jìn)行學(xué)習(xí)策略指導(dǎo),使學(xué)困生形成正確的歸因方式并體驗(yàn)成功和提升自我效能感。
[Abstract]:Attribution research is an important field of psychological research. Attribution research is a psychological research field proposed by American psychologist Weiner in the 1970s and revised in the 1980s. With the deepening of curriculum reform in China, the research on attribution of students' learning difficulties has been paid more and more attention. In this paper, we mainly use attribution theory to study the attribution of senior high school students with English learning difficulties in remote minority areas of Yunnan Province. There are five chapters in this thesis: the first chapter mainly introduces the research background and significance of this topic. The second chapter mainly summarizes the performance and definition of learning difficulties of students with learning disabilities, the historical process and latest progress of attribution theory research, the theoretical basis and attribution model of attribution, and Weiner's theory of achievement motivation. Research on emotional Attribution Model and Attribution training. The third chapter introduces the research methods of this paper, including the research background, the purpose, the investigation object and the questionnaire survey process. The fourth chapter makes a detailed analysis of the investigation results. Based on the results of the questionnaire, this paper analyzes the attribution characteristics of English students with learning difficulties in senior high schools and the attribution characteristics between boys and girls with learning disabilities. The attribution differences of students with English learning difficulties are analyzed from the three dimensions of attribution stability, internal and external factors and controllable degree, and the differences between attribution theory and the convenience of success expectation and emotional response are also analyzed. The fifth chapter summarizes the research findings of this paper and the shortcomings of the research as well as the teaching inspiration. Based on the analysis of the questionnaire results, some enlightenment of attribution theory on English teaching in senior high school, especially on the education of students with learning difficulties is drawn. Through a questionnaire survey and research, it is found that the students with non-learning disabilities are better at attribution of instability and external causes than those with learning difficulties, and their learning interests and self-confidence are obviously weaker than those of non-students with learning difficulties, and their self-confidence in learning is obviously weaker than that of non-students with learning difficulties. The learning interest and self-confidence of female students with learning difficulties are higher than those of boys with learning difficulties. Through this study, we can put forward some suggestions for teachers' daily teaching work: the conversion of senior high school English teachers to students with learning disabilities can start with the cultivation of students' interest in learning English, and enhance their self-confidence in learning English. To stimulate their learning motivation, and combined with daily education and teaching work, according to the attribution tendency of different students to carry out learning strategy guidance, so that students with learning disabilities to form the correct attribution way, experience success and improve self-efficacy.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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本文編號(hào)：2463982