蒙语授课初中生英语学业成就影响因素及学习策略研究
发布时间：2018-11-29 11:29
【摘要】：本研究以内蒙古锡林浩特市蒙古族中学初中部的蒙语授课中学生为调查对象,运用个案研究方法,考察内蒙古锡林浩特地区蒙汉双语教育背景下英语教育的开展情况。试图揭示初中教育阶段蒙古族学生的英语学习的一般规律,探讨蒙古族学生在学习英语时所存在的问题,并找到影响蒙古族中学生英语学业成就的几方面因素,从而提出具有针对性的改进建议。初中教育阶段是学生学习语言的重要时期。在现行内蒙古双语教育政策指导下,蒙古族学生从小学三年级开始开设英语课程,初中阶段英语教育不仅是对小学阶段英语的巩固与总结,也是为今后高中乃至大学的英语学习打下坚实的基础,因此蒙古族初中英语有着承上启下的关键作用。本研究首先简要介绍了内蒙古锡林郭勒盟和其盟政府所在地锡林浩特市的自然、历史、地理、经济、文化和教育等方面,从宏观层面了解英语教育政策实施的外部环境,了解蒙语授课初中生英语学习的客观条件。同时,也从学校的发展历史和现状等相关方面简要介绍了锡林浩特市蒙古族中学的情况。在此基础上,又对内蒙古地区蒙汉双语教育以及外语教育的发展从历史文献和政策的角度进行了回顾与梳理,不同历史时期政策变化使英语教育在内蒙古地区民族教育中的地位也在不断地产生变化,并直接影响着内蒙古地区英语教育的发展。其次,依据对锡林浩特市蒙古族中学初中生的期中考试英语成绩的分析、锡盟地区蒙语授课学生与汉语授课学生英语中考成绩的对比以及蒙语授课学生蒙语、汉语英语三门语言科目之间的中考成绩对比,客观反映了虽然英语起始学段下延至小学后,但是现阶段蒙语授课的初中学生整体英语学业水平仍然偏低,多数中学生存在英语学习困难,英语成绩两极分化现象严重。第三,从影响因素来看,从中观、微观两个层面总结分析了影响蒙古族初中生英语学习的因素。家庭背景的不同,学校里教师教学方法,教材以及外部语言环境的不同,都从外部影响了蒙古族学生的英语学习成效。从自身的内部因素来看,蒙古族学生学习英语主要学习动机是为了升学和将来找工作,学习动机强,对英语成绩低下归因倾向于内部可控因素,可是由于学习方法、努力度以及学习时间不能保证等方面的问题,导致英语学习成效低下。第四,为了提高蒙语授课初中生的英语学业成绩,从家庭、学校、教师以及学生自身等四个方面提出进一步提高改进的建议。
[Abstract]:This study investigated the development of English education under the background of Mongolian and Chinese bilingual education in Xilinhaote, Inner Mongolia, with the Mongolian middle school students taught in Mongolian as the object of investigation and using the method of case study to investigate the development of English education in the context of Mongolian and Chinese bilingual education in Xilinhaote, Inner Mongolia. This paper attempts to reveal the general rules of Mongolian students' English learning in junior middle school education, to probe into the problems existing in Mongolian students' English learning, and to find out some factors that affect the English academic achievement of Mongolian middle school students. Therefore, some suggestions for improvement are put forward. The stage of junior middle school education is an important period for students to learn language. Under the guidance of the current bilingual education policy in Inner Mongolia, Mongolian students begin to offer English courses from the third grade of primary school. English education in junior middle school is not only the consolidation and summary of English in primary school. It also lays a solid foundation for English learning in senior middle schools and even universities, so Mongolian junior middle school English plays a key role in connecting the past and the following. This study first briefly introduces the natural, historical, geographical, economic, cultural and educational aspects of Xilingol League in Inner Mongolia and the city of Xilinhaote, which is the seat of its government, and understands the external environment of the implementation of English education policy from the macro level. To understand the objective conditions of English learning for Mongolian junior high school students. At the same time, it also briefly introduces the situation of Mongolian middle school in Xilinhaote from the development history and present situation of the school. On this basis, the development of Mongolian and Chinese bilingual education and foreign language education in Inner Mongolia is reviewed and combed from the perspective of historical documents and policies. The policy changes in different historical periods make the status of English education in ethnic education in Inner Mongolia constantly changing, and it directly affects the development of English education in Inner Mongolia. Secondly, according to the analysis of the middle school English scores of Mongolian junior middle school students in Xilinhaote, the comparison of English test scores between Mongolian students and Chinese students in Ximeng region and Mongolian language teaching students. The comparison of the results of the middle school examinations between the three Chinese language subjects objectively reflects that although the beginning of English is extended to primary school, the overall English academic level of the Mongolian junior middle school students is still relatively low at the present stage. Most middle school students have English learning difficulties and serious polarization in English achievement. Thirdly, from the perspective of influencing factors, this paper summarizes and analyzes the factors that affect Mongolian junior high school students' English learning from two aspects: meso and micro level. The difference of family background, teachers' teaching methods, teaching materials and external language environment all influence the Mongolian students' English learning from the outside. From the perspective of their own internal factors, the main motivation of Mongolian students to learn English is to go to school and find a job in the future. The motivation for learning is strong, and the low English achievement is attributed to internal controllable factors, but because of the method of learning, The problems of hard work and unguaranteed learning time lead to the low effectiveness of English learning. Fourth, in order to improve the English academic achievement of Mongolian junior high school students, suggestions for further improvement are put forward from four aspects: family, school, teachers and students themselves.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2364872
[Abstract]:This study investigated the development of English education under the background of Mongolian and Chinese bilingual education in Xilinhaote, Inner Mongolia, with the Mongolian middle school students taught in Mongolian as the object of investigation and using the method of case study to investigate the development of English education in the context of Mongolian and Chinese bilingual education in Xilinhaote, Inner Mongolia. This paper attempts to reveal the general rules of Mongolian students' English learning in junior middle school education, to probe into the problems existing in Mongolian students' English learning, and to find out some factors that affect the English academic achievement of Mongolian middle school students. Therefore, some suggestions for improvement are put forward. The stage of junior middle school education is an important period for students to learn language. Under the guidance of the current bilingual education policy in Inner Mongolia, Mongolian students begin to offer English courses from the third grade of primary school. English education in junior middle school is not only the consolidation and summary of English in primary school. It also lays a solid foundation for English learning in senior middle schools and even universities, so Mongolian junior middle school English plays a key role in connecting the past and the following. This study first briefly introduces the natural, historical, geographical, economic, cultural and educational aspects of Xilingol League in Inner Mongolia and the city of Xilinhaote, which is the seat of its government, and understands the external environment of the implementation of English education policy from the macro level. To understand the objective conditions of English learning for Mongolian junior high school students. At the same time, it also briefly introduces the situation of Mongolian middle school in Xilinhaote from the development history and present situation of the school. On this basis, the development of Mongolian and Chinese bilingual education and foreign language education in Inner Mongolia is reviewed and combed from the perspective of historical documents and policies. The policy changes in different historical periods make the status of English education in ethnic education in Inner Mongolia constantly changing, and it directly affects the development of English education in Inner Mongolia. Secondly, according to the analysis of the middle school English scores of Mongolian junior middle school students in Xilinhaote, the comparison of English test scores between Mongolian students and Chinese students in Ximeng region and Mongolian language teaching students. The comparison of the results of the middle school examinations between the three Chinese language subjects objectively reflects that although the beginning of English is extended to primary school, the overall English academic level of the Mongolian junior middle school students is still relatively low at the present stage. Most middle school students have English learning difficulties and serious polarization in English achievement. Thirdly, from the perspective of influencing factors, this paper summarizes and analyzes the factors that affect Mongolian junior high school students' English learning from two aspects: meso and micro level. The difference of family background, teachers' teaching methods, teaching materials and external language environment all influence the Mongolian students' English learning from the outside. From the perspective of their own internal factors, the main motivation of Mongolian students to learn English is to go to school and find a job in the future. The motivation for learning is strong, and the low English achievement is attributed to internal controllable factors, but because of the method of learning, The problems of hard work and unguaranteed learning time lead to the low effectiveness of English learning. Fourth, in order to improve the English academic achievement of Mongolian junior high school students, suggestions for further improvement are put forward from four aspects: family, school, teachers and students themselves.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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