高中生多元智能与英语写作效能感的关系研究

发布时间：2018-05-30 14:51

本文选题：多元智能 + 英语写作自我效能感　；参考：《江西师范大学》2015年硕士论文

【摘要】：写作是语言输出的重要方式。教师在进行英语写作教学时常常忽视了学生在写作过程中的情感因素,而写作效能感就是写作过程中的情感因素里最为重要的一种。如何培养学生良好的英语写作自我效能感,从而提高英语写作动机和写作水平,在英语写作教学研究中具有重要的理论意义和实践意义。近年来,多元智能理论在教育领域颇受关注。该理论认为人的智能并非一元的,而是多元的,这为我们研究如何提高英语写作效能感开启了新的视角。鉴于此,在回顾国内外学者关于写作自我效能感和多元智能的研究基础上,笔者试图通过调查研究来探寻高中生多元智能和英语写作自我效能感之间的关系,以期对提高高中生英语写作水平得到一些新的启发。本文研究问题如下:1)高一学生的英语写作自我效能感与多元智能的现状如何?2)学生的英语写作自我效能感的高低与他们的多元智能相互有关系吗?如果有,程度如何?3)在多元智能中,哪项智能是高中生写作自我效能感的最有力的的预测因子呢?这个研究运用了定性分析和定量分析来找到这些问题的答案。受试对象是来自南昌二十三中高一年级的四个不同班级的150名学生,他们都是通过随机挑选抽出的。为了测试被试的多元智能和英语写作效能感,两张笔者根据权威问卷设计的问卷被分发给150名被试。两张问卷的信度效度均经过测试具有可靠性(问卷一:效度=0.658,信度=0.907;问卷二:效度=0.686,信度=0.935)。5名随机挑选的学生参加了访谈。笔者使用SPSS16.0对所获得的数据进行了描述性数据分析,相关分析和多元回归分析以及对于访谈的内容加以分析后,得到了以下结论:1)描述性分析发现高一年级学生的多元智能的基本情况较为正常,学生有自己的优势也有劣势(Mean=129.19,SD=23.04),英语写作效能感的基本水平较低(Mean=43.92,SD=14.40),这可能与学生的英语水平有关,访谈的结果也证明了这个现象,学生的英语写作效能感较低,每个学生有着不同的优势智力;2)相关分析发现多元智能和英语写作自我效能感之间的相关关系比较低,但是具有显著意义(r=0.484,p=0.01),说明多元智能一定程度上对学生的英语写作自我效能感产生了影响;3)回归分析发现语言智能是多元智能对于英语写作自我效能感的最主要预测因子(Model 1:英语写作效能=16.395+1.836*语言智能),音乐智能次之(Model 2:英语写作效能=8.248+1.417*语言智能+0.867*音乐智能)。意味着,当学生的语言智能增加一个单位时,他的英语写作效能感则会增加1.836个单位(模型一);在模型二中,当学生的语言智能和音乐智能都增加一个单位时,他的英语写作效能感会增加1.417加上0.867个单位(模型二)。而在访谈的结果分析中,学生认为语言智能和空间智能一定程度上会对英语写作产生影响。从多元智能的视角来探寻提高英语写作自我效能感具有一定的积极作用和实践意义,从中可以得到很多启发,对于提高学生英语写作水平有一定的帮助。多元智能是英语学习过程中比较难控制的一个变量,同时又对学习的方方面面产生着影响。因此作为英语老师,应当采取有效的策略,充分发挥学生在多元智能上的不同优势,尤其是他们的语言智能和音乐智能,从而提高他们的英语写作自我效能感。
[Abstract]:Writing is an important way of language output. In teaching English writing, teachers often ignore the emotional factors in the process of writing, and writing efficacy is the most important emotional factor in the writing process. How to cultivate students' good sense of self-efficacy in English writing and thus improve the motivation and writing of English writing. Level is of great theoretical and practical significance in the study of English writing teaching. In recent years, the theory of multiple intelligences has attracted much attention in the field of education. This theory holds that human intelligence is not one yuan but multiple. This has opened a new perspective for us to study how to improve the sense of English writing efficiency. On the basis of the study of self-efficacy and multiple intelligences of writing, the author tries to explore the relationship between the multiple intelligences of high school students and the sense of self-efficacy in English writing through investigation and research, in order to get some new inspiration to improve the English writing level of high school students. The following questions are as follows: 1) senior students' English writing self What is the status of my sense of efficacy and multiple intelligence? 2) does the students' self-efficacy in English writing have a relationship with their multiple intelligences? If there is a degree? 3) which intelligence is the most powerful predictor of the self-efficacy of high school students in multiple intelligences? This study uses qualitative analysis and quantitative analysis. To find out the answers to these questions, the subjects were 150 students from four different classes in the first grade of Nanchang twenty-three. They were selected by random selection. In order to test the multiple intelligence and English writing efficacy of the subjects, two authors were distributed to 150 subjects according to the questionnaire designed by the authority. Two The reliability and validity of the questionnaire were all tested with reliability (questionnaire 1: validity =0.658, reliability =0.907; questionnaire two: validity =0.686, reliability =0.935).5 names randomly selected students participated in the interview. The author used SPSS16.0 to analyze the data obtained by descriptive data, correlation analysis and multiple regression analysis, and the content of interviews. After analysis, we get the following conclusions: 1) descriptive analysis shows that the basic situation of the multiple intelligence of the first grade students is more normal, the students have their own advantages and disadvantages (Mean=129.19, SD=23.04), the basic level of the sense of English writing is lower (Mean=43.92, SD=14.40), which may be related to the students' English level, and the interview is the conclusion. The results also prove that the students' sense of English writing is low and each student has a different advantage intelligence. 2) the correlation analysis shows that the correlation between multiple intelligences and English writing self-efficacy is low, but it has significant meaning (r=0.484, p=0.01), indicating that multiple intelligences are certain to students' English Writing to some extent. My sense of efficacy has an impact; 3) regression analysis found that language intelligence is the most important predictor of Multiple Intelligences for English writing self-efficacy (Model 1: =16.395+1.836* language intelligence), and music intelligence (Model 2: writing effectiveness =8.248+ 1.417* intelligence +0.867* music intelligence). When a unit of language intelligence is added, his English writing efficacy will be increased by 1.836 units (model one); in model second, when the students' language intelligence and musical intelligence are added to a unit, his English writing efficacy will increase by 1.417 plus 0.867 units (model two). In the analysis of the interview results, students think that Language intelligence and spatial intelligence have a certain impact on English writing to some extent. From the perspective of multiple intelligences, the exploration of improving the sense of self-efficacy in English writing has some positive and practical significance. It can be enlightened and has some help to improve the students' English writing. A variable which is difficult to control in the course has an impact on all aspects of learning. Therefore, as an English teacher, effective strategies should be taken to give full play to the students' different advantages on multiple intelligences, especially their language intelligence and musical intelligence, so as to improve their self-efficacy in English writing.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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