中学生英语学习态度与情感教育研究

发布时间：2018-01-10 00:01

本文关键词：中学生英语学习态度与情感教育研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语在社会、经济、文化等各个领域的凸显其重要性。但传统应试教育思维和教育方式,使中学英语教育存在明显不足和危害,在很多学生身上显示出日趋严重的英语学习心理问题,成为英语教学水平提高的重要障碍,已引起广泛关注。而本人作为广州市鱼窝头中学的一名中学英语教师,在教学实践中深刻感受到英语学习态度和焦虑情绪对教学的影响。因此,本论文介绍了中学生英语学习心理问题的基本情况,总结自我决定理论与目标内容效应的理论含义及对英语教学实践的指导意义,调查分析中学生英语学习态度、焦虑情绪及学习水平之间的相关关联,解析情感教育方式对帮助学生端正学习态度的作用。鱼窝头中学处于工矿企业的包围中,社会经济环境正经历着前所未有的发展,带来的不仅是当地居民收入的快速增长,同时引入的各种思潮冲击着人们的教育观和学习观。英语学习态度和出现的心理问题必然受到这种社会环境和观念的影响。经济发展有利于从教育资源上改善英语的教学设施和师资队伍,但作为外部目标的学习动力在这些特型农村中学生身上体现不足,他们从英语学习中获得的幸福感和满足感不够。因此,有必要从根本上了解学生英语学习态度,并予以心理干扰,使提高英语学习水平成为成为其自主动机,使英语学习的内部目标效应符合基本心理需求的心理机制。调查问卷研究发现,影响鱼窝头中学学生英语英语学习态度最重要影响因子是学习情感。学习情感是厌烦、担心、焦虑、害怕、紧张等负面情绪和消极学习态度的根源所在。英语学习态度存在显著的性别差异,女生的学习态度显著好过男生,而作为学习水平衡量标准的考试成绩与学习态度呈现明显正相关,学习态度较好的学生考试成绩也较高,女生优于男生。中学生英语学习焦虑情绪主要由课堂发言、自信感、不安感、学习态度、轻松感、口语交流、恐惧感构成。具体体现为在课堂上公开发言和回答老师问题紧张与不自信、对考试成绩的担忧。这种焦虑情绪无显著性别差异,但与成绩排名显著正相关,即成绩较好的学生更加焦虑,压力更大。情感教育使更多学生成为内部定向个体,愉悦地进行英语学习以满足基本心理需求,他们主动选择学习英语,更易体验到英语学习的成就感,积极的学习态度更持久,焦虑水平更低。情感教育被实施于教学实践中,并逐渐显示出对中学生英语学习态度和焦虑情绪的改善效果。
[Abstract]:English plays an important role in social, economic, cultural and other fields. However, the traditional examination-oriented thinking and educational methods make the English education in middle schools obviously inadequate and harmful. In many students, the increasingly serious psychological problems in English learning have become an important obstacle to the improvement of English teaching level. As a middle school English teacher of Yuwotou Middle School in Guangzhou, I feel the influence of English learning attitude and anxiety on teaching in teaching practice. This thesis introduces the basic situation of middle school students' English learning psychological problems, summarizes the theoretical meaning of self-determination theory and the effect of goal content and its guiding significance to English teaching practice. The investigation analyzes the correlation among English learning attitude, anxiety and learning level of middle school students, and analyzes the role of affective education in helping students correct their learning attitude. Yuwotou Middle School is surrounded by industrial and mining enterprises. The social and economic environment is experiencing unprecedented development, which brings not only the rapid growth of local residents' income. At the same time, all kinds of ideological trends have impacted on people's outlook on education and learning. English learning attitude and psychological problems are bound to be influenced by this social environment and concept. Economic development is conducive to the improvement of English in terms of educational resources. Language teaching facilities and teaching staff. However, the motivation of learning as an external goal is not enough in these special rural middle school students, and their sense of happiness and satisfaction from English learning is not enough. It is necessary to understand students' English learning attitude fundamentally and to interfere with their psychology so that improving their English learning level becomes their autonomous motivation. The internal goal effect of English learning is in line with the psychological mechanism of basic psychological needs. The most important factor affecting students' English learning attitude in Yuwotou Middle School is learning emotion. Learning emotion is boredom, worry, anxiety and fear. There are significant gender differences in English learning attitudes, and girls' learning attitudes are significantly better than boys'. As a measure of learning level, the test scores are positively correlated with their learning attitude, and the students with better learning attitude have higher test scores. Female students are superior to boys. Middle school students' English learning anxiety is mainly made up of classroom speaking, self-confidence, uneasiness, learning attitude, relaxation and oral communication. Fear composition. Specifically reflected in public speaking in the classroom and answering teachers' questions tense and unconfident worry about test results. This anxiety has no significant gender difference but significantly positively related to the ranking of results. Affective education makes more students become self-oriented individuals, learning English pleasantly to meet their basic psychological needs, and they choose to learn English actively. It is easier to experience the sense of achievement in English learning, positive learning attitude is more lasting, anxiety level is lower. Emotional education is carried out in teaching practice. And gradually showed the improvement of English learning attitude and anxiety of middle school students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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