初中生英语学习动机激发和培养的策略研究

发布时间：2018-01-06 00:30

本文关键词：初中生英语学习动机激发和培养的策略研究　出处：《信阳师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：学习动机对学生的英语学习起着重要的作用,英语新课程标准也特别强调要不断激发和强化学生的学习兴趣,引导学生将兴趣转化为稳定的学习动机,并将学习动机作为英语教学的情感态度目标之一。而当前大多数初中生以中考为主要学习目标,缺乏内在的英语学习动机。如何有效运用教学策略激发中学生的英语学习动机,是广大教师面临的一个普遍问题,也是我想对学习动机进行深入探讨的目的所在。目前,我国在外语学习动机策略方面的理论探讨取得了一些发展,但主要是基于国外二语动机理论的讨论与分析,或是源于自身教学经验的反思。而且大多数局限于对大学生、高中生和高职生学习动机策略的研究,对于激发中学生英语学习动机策略的研究有限。本文以强化动机理论、需要层次理论和归因理论为基础,从动机类型、动机强度、奖励与惩罚、生活情感需要和成败归因五个方面入手,以笔者所执教的息县三中两个班(分别作为实验班和控制班)为调查对象,采用问卷调查法和师生访谈法,调查初中生英语学习动机现状,结果表明初中生的英语学习动机存在一些问题。针对这些问题,依据动机理论,笔者通过在评价中强化初中生的英语学习动机、创建和谐的课堂气氛、创设教学情境激发学生学习兴趣、引导学生积极归因和及时反馈等策略来激发和培养初中生英语学习动机。在实际教学中,笔者对实验班采用学习动机激发策略,控制班仍采用传统的教学方式—以知识的讲解为主。通过为期四个月的教学实验,笔者对实验班和控制班进行动机类型和动机强度调查,发现实验班学生的学习动机类型有显著变化,学生的内在学习动机增强了,学习动机强度也随之增加了。最后,笔者通过分析实验班和控制班的考试成绩,进一步验证了实验班学生学习动机的增强、学习动机强度与学习效果成显著正相关。基于理论支撑和实验验证,笔者得出如下结论：第一、内部动机对初中生英语成绩影响明显；第二、工具型动机对初中生英语学习确实具有一定的推动力；第三、动机和策略对学生的学习成绩有较大的影响；第四、英语学习成绩和学习动机之间呈正相关。
[Abstract]:On students' learning motivation plays an important role in English learning, English curriculum standards also stressed the need to continue to stimulate and strengthen the students' interest in learning, to guide students into a stable interest in learning motivation, learning motivation and emotional attitude as one of the objectives of English teaching. But most of the current junior high school students as the main learning in senior high school entrance examination the target, the lack of intrinsic motivation in English learning. How to effectively use teaching strategies to stimulate students' English learning motivation, is a common problem faced by the majority of teachers, but also I think of learning motivation in-depth study purpose.
At present, China's strategy of learning motivation theory in foreign language study has made some development, but mainly the discussion and analysis of two foreign language based on the theory of motivation, or reflection from his own teaching experience. But most are limited to college students, learning motivation strategy of graduate students and vocational high school students, to stimulate students study on English learning motivation strategy is limited.
In this paper, to strengthen the motivation theory, hierarchy of needs theory and attribution theory, the motivation types, motivational intensity, reward and punishment, life emotional needs and the attribution of the five aspects, the author teaches the Xixian County third class two (respectively as the experimental class and the control class) as the research object, using the method of questionnaire and interview method, investigation of the current situation of English learning motivation of junior high school students. The results show that the junior high school students' English learning motivation problems. To solve these problems, based on the motivation theory, the author through the strengthening of junior high school students' English learning motivation in the evaluation, to create a harmonious atmosphere in the classroom teaching situation to stimulate students' interest in learning, to guide students to positive attribution timely feedback and strategies to stimulate and cultivate students' English learning motivation. In practical teaching, the author used in the experimental class learning motivation strategy, the control class still mining With the traditional teaching methods in knowledge instruction. The teaching experiment lasted four months, the motivation types and motivation intensity survey of the experimental class and the control class, the experimental class students' learning motivation types have significant changes, enhancing students' intrinsic motivation, learning motivation intensity also increases finally, through the analysis of the experimental class and the control class exam results, further validation of the enhanced experimental class students' learning motivation and motivation intensity was positively correlated with students' learning.
Based on the theoretical support and experimental verification, the author draws the following conclusions: first, the junior high school students' English achievement significantly affect the internal motivation; second, instrumental motivation has a certain impact on English learning of junior middle school students; third, have great influence on students' learning motivation and strategy achievement; Fourth, positive correlation between English learning achievement and learning motivation.

【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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