百色少数民族初中生英语学习调查研究—仅从非智力因素角度切入

发布时间：2018-03-01 22:27

本文关键词： 少数民族初中学生英语学习问题对策　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近二十年是我国英语教学稳步发展的时期,诸方面都取得了很大的进展。然而,偏远少数民族地区的英语教学发展相对滞后,学生的英语学习状况不甚理想。从已有的研究发现,不少学者、教师已对少数民族地区英语教学问题进行了不同角度的探讨。然而,此类问题至今仍是研究的热门课题。受已有研究的启发,本文在人本主义理论、情感过滤假说等相关理论的指导下,从英语学习认同的角度,以广西百色地区的壮、苗、瑶、布依等少数民族初中生为调查对象,通过调查问卷、学生访谈和教师访谈方式,从影响英语学习的非智力因素中的最主要的学习动机、学习兴趣、学习态度、学习自信心以及学生对英语老师与教学环境的认同等五个维度来对少数民族初中生英语学习情况进行调查分析,旨在从不同的维度和视角探讨少数民族学生英语学习问题,‘讨论应对策略,为少数民族地区英语教师的教学研究与英语教育的发展提供参考性素材。研究结果显示：(1)不同年级的少数民族初中学生对英语学习基本上都是认同的。(2)只有少数少数民族初中生对英语持有强烈的学习态度、学习自信心和学习兴趣,拥有正确的英语学习动机,掌握正确的英语学习方法。(3)少数民族初中学生对英语学习的认同程度、学习自信心和学习态度、学习动机和学习兴趣随着年级的升高而有所减弱。(4)少数民族初中生的英语学习与英语教师的英语教学观念、素质和方法,与英语学习环境及资金支持等等,都有着密切的关系。针对存在问题,本文根据影响英语学习的非智力因素中最主要的五个维度从教师、学生、学校、家庭与社会五个方而提出建议：(1)英语教师要认真提高自身的英语素质,优化教学方法,并科学地实施情感教育。(2)学生要端正英语学习动机,改变厌恶的消极态度,提高英语学习的兴趣和自信心。(3)学校应进一步关注英语教师专业发展,加强专业培训工作；建立严格的英语教师评价体系。同时要加强教学管理,优化教学环境。(4)学生家长要端正对子女英语学习的看法,积极与学校、教师配合,共同为学生创造良好的学习条件。(5)社会应尽快改善民族地区英语教学条件,吸引更多优秀英语人才,加强少数民族地区英语师资队伍建设。
[Abstract]:The past two decades have witnessed the steady development of English teaching in China, and great progress has been made in all aspects. However, the development of English teaching in remote minority areas has lagged behind. The situation of students' English learning is not very satisfactory. According to the existing research, many scholars and teachers have made different approaches to the problems of English teaching in minority areas. However, Under the guidance of humanism theory, emotion filtering hypothesis and other relevant theories, this paper, from the perspective of English learning identity, takes the Zhuang, Miao, Yao in Baise region of Guangxi as an example. Through questionnaires, student interviews and teacher interviews, Buyi and other minority junior high school students are investigated from the most important non-intellectual factors affecting English learning, such as learning motivation, learning interest, learning attitude, and so on. Five dimensions of learning self-confidence and students' identification with English teachers and teaching environment were used to investigate and analyze the English learning situation of minority junior high school students. The purpose of this study is to discuss the coping strategies of ethnic minority students in English learning from different dimensions and perspectives. The results show that the minority junior middle school students in different grades basically agree with English learning. 2) only a small number of minority junior middle school students agree with English learning. Minority junior high school students have a strong learning attitude towards English, Learning self-confidence and interest, having the correct English learning motivation, mastering the correct English learning method.) the degree of recognition, learning self-confidence and learning attitude of minority junior middle school students. (4) English learning of minority junior high school students and English teachers' English teaching concepts, qualities and methods, and English learning environment and financial support, etc. In view of the existing problems, according to the most important five dimensions of non-intelligence factors affecting English learning, this paper focuses on teachers, students and schools. The author suggests that English teachers should seriously improve their English quality, optimize their teaching methods, and scientifically carry out emotional education. 2) students should correct their English learning motivation and change their negative attitude of disgust. Schools should pay more attention to the professional development of English teachers, strengthen professional training, establish a strict evaluation system for English teachers, and strengthen teaching management. To optimize the teaching environment, parents should correct their views on their children's English learning, actively cooperate with schools and teachers to create good learning conditions for students.) the society should improve the teaching conditions of English in minority areas as soon as possible. Attract more excellent English talents and strengthen the construction of English teachers in minority areas.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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