农村初中英语学困生转化的个案研究

发布时间：2018-04-18 23:18

本文选题：农村初中 + 英语学困生　；参考：《鲁东大学》2015年硕士论文

【摘要】：在英语教学过程中,由于各种原因形成了为数不少的英语学困生,这个问题在农村初中尤为突出。它直接削弱了学生学习英语的兴趣,并且影响了学生英语技能的提高。如何转化英语学困生,是任何一个英语教师都必须直面的重要课题。本文以青岛市黄岛区D中学英语学困生为研究对象,选择四个典型个案,主要采用访谈和观察等方法开展调查研究,分析他们出现英语学习困难的原因和转化对策。本文由六个章节组成。第一章为引言。简单的介绍了一下本研究的背景,目的,意义,国内外关于学困生研究的概况,也是本研究的理论基础。第二章是本研究的准备工作,主要包括研究方法,笔者所在学校的基本状况简介。第三章是四个典型个案的研究。利用英语学困生导师制,因材施教,对不同类型的英语学困生开展有针对性的转化。个案一是由于教师教学方法不当造成的英语学困生。英语教师主要通过改进教学方法,优化课堂教学模式来转化。个案二中的英语学困生是意志薄弱,缺乏恒心与毅力导致的。主要联合家长采用监督其学习过程,对学过的知识用“教给别人”的方法促进其学习成功等策略进行转化。个案三是信心不足,学习方法不当型的学困生。采取的转化措施是:消减其过大的心理压力,指导其科学的学习方法,树立其信心等。个案四中的学困生是因为缺乏学习动机,学习态度不端正。转化措施是端正其家长的态度,找到学生的爱好作为切入点,激发其学习兴趣,教育其明确学习目的。经过转化的学困生普遍发生了较明显的变化:学习动机和信心得到一定程度的加强,学习方法和习惯得到了改善,学习成绩得到了相应的提高。第四章是农村初中英语学困生的成因分析。英语学困生学习困难不是一时的,有的甚至在小学就已经形成了。而且,英语学困生不是单一的某个原因造成的,而是各种原因错综复杂的交集结果。学生自身的原因是造成英语学困生学习困难的主要原因,如缺乏英语学习动机,意志不坚定,英语学习方法策略不当等。学校的不重视英语教学,英语教师的教育教学方法不当,家庭教育的缺失,社会上错误思想言论的负面影响等是造成学困生学习困难的重要原因。第五章是对当前的农村初中英语学困生转化策略做了总结。教师承担着转化英语学困生的主要责任,是主帅。在转化中,必须以关爱和耐心为基础,通过赏识与鼓励等措施激发英语学困生的学习动机。教师要提高自身素质,更新教育理念,改进教育教学方法,以“教”促“学”,从而帮助学困生摆脱英语学习困难。在大环境无法改变的前提下,教师还要调动一切可以利用的资源,联合家长一起努力,共同促进英语学困生“脱困”。第六章为结束语。包括了对论文简单的总结,以及本研究存在的不足和后续研究的思考。
[Abstract]:In the process of English teaching, a large number of students with English learning difficulties have formed for various reasons, especially in rural junior middle schools.It directly weakens students' interest in learning English and affects the improvement of students' English skills.How to transform students with English learning difficulties is an important subject that any English teacher must face directly.In this paper, the students with English learning difficulties in Huangdao District of Qingdao are chosen as the research objects, and four typical cases are selected, which are mainly investigated by means of interviews and observations, and the causes of their English learning difficulties and the countermeasures for their transformation are analyzed.This paper consists of six chapters.The first chapter is the introduction.This paper briefly introduces the background, purpose and significance of this study, and the general situation of the study of students with learning difficulties at home and abroad, which is also the theoretical basis of this study.The second chapter is the preparation of this study, mainly including the research methods, the basic situation of the school.The third chapter is the study of four typical cases.With the help of tutoring system for students with English learning difficulties, the students with different types of English learning difficulties are transformed according to their aptitude.Case one is English learning difficulties caused by teachers' improper teaching methods.English teachers transform by improving teaching methods and optimizing classroom teaching mode.In case 2, the students with English learning difficulties are the result of weak will, lack of perseverance and perseverance.The main joint parents used to supervise their learning process, and to "teach others" to promote their learning success strategies.The third case is the lack of confidence, learning methods inappropriate type of students with learning difficulties.The transformation measures are to reduce their psychological pressure, to guide their scientific learning methods and to establish their confidence.In case 4, the students with learning difficulties are due to lack of learning motivation and incorrect learning attitude.The transformation measures are to correct the attitude of their parents, to find the students' hobbies as the starting point, to stimulate their interest in learning and to educate them to have a clear learning purpose.The transformed students with learning difficulties generally have obvious changes: learning motivation and confidence have been strengthened to a certain extent, learning methods and habits have been improved, and their academic achievements have been improved accordingly.Chapter four is an analysis of the causes of English learning difficulties in rural junior middle schools.English learning difficulties are not temporary, some even in primary school has formed.Moreover, English learning difficulties are not caused by a single cause, but by the intersection of various causes.Students' own reasons are the main causes of learning difficulties, such as lack of English learning motivation, lack of will, inappropriate English learning strategies and so on.The lack of attention to English teaching in schools, the improper teaching methods of English teachers, the lack of family education, and the negative effects of erroneous ideas and comments on society are the important reasons for the learning difficulties of students with learning difficulties.The fifth chapter summarizes the transformation strategies of rural junior middle school students with English learning difficulties.Teachers bear the main responsibility of transforming students with English learning difficulties, is the coach.In the process of transformation, the students with English learning difficulties must be motivated by appreciation and encouragement on the basis of love and patience.Teachers should improve their own quality, renew their educational ideas, improve their teaching methods, and help students with learning difficulties get rid of their English learning difficulties by "teaching" and "learning".Under the premise that the environment can not be changed, teachers should mobilize all available resources and make joint efforts with parents to promote the students with English learning difficulties to "get out of difficulties".The sixth chapter is the conclusion.Including a simple summary of the paper, as well as the shortcomings of this study and the thinking of follow-up research.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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