初中英语学困生心理诱因调查及干预研究

发布时间：2018-05-30 07:30

本文选题：英语学困 + 心理诱因　；参考：《鲁东大学》2015年硕士论文

【摘要】：英语作为应用最为广泛的第二语言，在我国升学考试中发挥越来越重要的作用，引起教育者及家长的高度重视。随着社会对英语水平要求的逐渐提高，英语学困生这个群体在义务教育阶段的大班教学中逐渐凸显出来。研究表明，初中英语学习困难的发生率在8%-12%，这是一个庞大的数量，如何帮助英语学困生克服学习困难，是摆在教育者面前的未解难题。在已有研究的基础之上，应用“温情教育”多元干预系统，选取河北省邢台市某校初中一年级英语学困生进行心理诱因调查；并筛选14名英语学困生进行为期六个月的干预实践研究，试图找到系统完备的干预方法，帮助他们突破学困。本文首先对学困生的研究概况、英语学困的定义及成因探讨、心理特征等做重点阐述。以人本主义理论、建构主义理论等理论研究基础，以该校全体初一学生为例，应用瑞文智力测验、PRS测验、AAT测验等测量工具，选取被试，测试英语学困生学习适应性状况，并分析处理测试数据。从学习态度、学习技术、学习环境及心身健康方面比较分析，试图找到形成学困的最可能诱因。基于诱因分析结果，选取干预组、对照组英语学困生各14名，应用“温情教育”多元干预系统，进行为期六个月的干预实践研究，分析比较干预结果。同时针对上述诱因分析结果，选取两名英语学困生进行个案研究，通过深入了解他们的学习情况，采取针对性措施，帮助他们突破学困。研究结论：通过分析AAT测试结果，发现英语学困生在各内容量表、分量表的等级分布情况均低于全国常模水平，其中，学习计划、学习热情、听课方法是导致学困的主要诱因。在干预实践研究中，干预组学困生英语成绩、学习适应性较对照组有显著提高。个案干预研究中两名学困生的学习适应性较干预前均有较大进步。在家庭、学校、社会的共同努力下，应用“温情教育”多元干预系统，能有效转化初中英语学困生。
[Abstract]:As the most widely used second language, English plays a more and more important role in the entrance examination in China and attracts great attention from educators and parents. With the gradual improvement of the social requirements for English proficiency, the group of students with English learning difficulties has gradually become prominent in the teaching of large classes in the compulsory education stage. The study shows that the incidence of English learning difficulties in junior high school is between 812 and 12.This is a huge number. How to help students with English learning difficulties overcome learning difficulties is an unsolved problem in front of educators. On the basis of the existing research, the multi-intervention system of "warm-feeling education" is applied to investigate the psychological inducements of the first-year English learning disabled students in a middle school in Xingtai, Hebei Province. And 14 students with English learning disabilities were selected for a six-month intervention study, trying to find a systematic intervention method to help them break through their learning difficulties. This paper first focuses on the general situation of the study of students with learning difficulties, the definition and causes of English learning difficulties, psychological characteristics and so on. Based on the theory of humanism and constructivism, and taking all the first grade students of this school as an example, this paper chooses the subjects to test the learning adaptability of the students with English learning difficulties by using the measuring tools such as Ruiwen Intelligence Test / PRS / AAT Test, etc. The test data are analyzed and processed. Through comparative analysis of learning attitude, learning technology, learning environment and psychosomatic health, this paper tries to find out the most likely cause of learning difficulties. Based on the results of inducement analysis, 14 students with English learning difficulties in the intervention group and 14 students in the control group were selected, and the intervention results were analyzed and compared by using the multi-intervention system of "warm-feeling education" for a period of six months. At the same time, two students with English learning difficulties are selected to make a case study in view of the above inducement analysis results, through in-depth understanding of their learning situation, take targeted measures to help them break through their learning difficulties. The study concluded that: By analyzing the results of AAT test, it is found that the level distribution of English learning difficulties in each content scale and component table is lower than the national norm level. Among them, learning plan, learning enthusiasm and listening methods are the main causes of learning difficulties. In the intervention study, the English achievement and learning adaptability of the intervention group were significantly higher than that of the control group. In the case study, the learning adaptability of the two students with learning disabilities was better than that before intervention. With the joint efforts of family, school and society, the multi-intervention system of "warmth education" can effectively transform the students with English learning difficulties in junior high school.
【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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