高中英语学困生的情感特征及教育对策研究

发布时间：2018-05-02 13:35

本文选题：学困生 + 英语学习　；参考：《赣南师范学院》2015年硕士论文

【摘要】：作为一门国际语言,英语的主导地位越发显著,越来越多的人将其当作交流的主要工具进行学习。同时,它作为高中的一门主要学科,受到家长和老师们的高度关注。然而,尽管中国的英语教学已经取得了巨大的进步,在高中英语教学中仍存在着一些问题,例如:高中英语学困生的数量较初中有所增加,大部分英语老师的关注重心大多放在认知能力的提升上,常常忽视了学生的情感因素,与此同时迫于高考的压力,大多数老师将大部分的精力都花在学习比较好的学生身上,而忽视了学困生的情况等。大量学困生的存在不仅影响着学困生自身的发展,同时也不利于促进学生全面发展目标的实现。因此,研究和转化英语学困生势在必行。本文在人本主义理论以及情感过滤假设理论的基础上,以问卷调查的形式,对高中英语学困生和英语学优生的情感特征现状进行比较,旨在了解学困生的情感特征,分析影响学困生英语学习成绩的主要情感因素,并试图通过这些分析为高中英语教师在教学过程中转化学困生提出与之相对应的教育策略。有117名学生参与了此次调查,笔者对其中四名学生进行了访谈。对于从问卷调查中收集的数据,本研究用社科统计软件SPSS(13.0版)进行了处理,结果表明:高中英语学困生在英语学习的过程中明显存在着消极的情感特征的结论,如:缺乏英语学习兴趣,缺乏英语学习的内在动机,缺乏英语学习的自信心等。因此,本研究得到如下发现:英语学困生的情感特征与学优生存在差异,消极的情感因素是影响学困生学习的主要因素。根据研究结果,可以得到以下启示:1)教师在教学过程中,应想方设法激发学生的学习兴趣;2)帮助学生建立自信心;3)在课堂中,帮助学生建立良好的师生以及生生关系;4)降低学生在课堂的焦虑程度。
[Abstract]:As an international language, English is becoming more and more dominant, and more and more people use it as the main tool of communication. At the same time, as a major subject of high school, it is highly concerned by parents and teachers. However, although great progress has been made in English teaching in China, there are still some problems in English teaching in senior high school. For example, the number of students with English learning difficulties in senior high school has increased compared with that in junior high school. Most English teachers pay more attention to the improvement of cognitive ability and often ignore the emotional factors of the students. At the same time, under the pressure of the college entrance examination, most of the teachers spend most of their energy on the students who study better. And ignored the situation of students with learning difficulties and so on. The existence of a large number of students with learning difficulties not only affects the development of students with learning difficulties, but also does not help to achieve the goal of all-round development of students. Therefore, it is imperative to study and transform students with English learning difficulties. Based on the theory of humanism and the hypothesis of affective filtering, this paper compares the affective characteristics of the students with English learning difficulties in senior high school with those of the excellent students of English by questionnaire, in order to understand the affective characteristics of the students with learning difficulties. This paper analyzes the main affective factors that affect the English learning achievement of the students with learning difficulties, and attempts to put forward the corresponding educational strategies for the English teachers in senior high school to transform the students with learning difficulties in the process of teaching. Four of 117 students were interviewed. As for the data collected from the questionnaire survey, this study uses the social science statistical software SPSS(13.0 version to deal with the data. The results show that there are obvious negative affective characteristics in the process of English learning in senior high school students with English learning difficulties. For example: lack of interest in English learning, lack of internal motivation for learning English, lack of confidence in learning English. Therefore, the present study finds that there are differences between the affective characteristics of students with English learning difficulties and those of students with learning disabilities, and negative affective factors are the main factors that affect the learning of students with learning disabilities. According to the results of the study, we can get the following enlightenment: 1) in the course of teaching, teachers should try their best to stimulate students' interest in learning. (2) help students build self-confidence. Help students to establish a good relationship between teachers and students.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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