基于赏识教育的高中英语学困生转化研究
发布时间：2019-01-21 09:39
【摘要】：目前在我国,中学教育越来越重视素质教育,强调教育要从人的本性和社会的本质出发,培养全面发展的人才。然而在我国现行的教育体制下,大多数的学校仍然采用应试教育,素质教育没有得到真正落实,致使一部分学习成绩不佳的学生成为了学业上的失败者,常被人们称为差生。笔者任教的高中,也存在大量这样的学生。通过调查,本文发现学困生的形成并不完全是因为智力因素,非智力因素也起着举足轻重的作用。据此,本文通过分析学生非智力因素的特征,尝试通过赏识教育进行学困生转化研究,即通过在教育教学过程中以尊重学生的人格为前提,在承认差异、尊重差异的基础上,用肯定的、欣赏的眼光去发现学生的闪光点和可贵之处,并给予充分的激励和引导,以实现对学生非智力因素的转化,例如,学生的学习兴趣,学习动机,自信心,师生关系等,促使非智力因素与英语学习形成正相关,从而达到两者共同提高的目的。 本论文在利用赏识教育转化学困生的过程中采用了定量和定性研究相结合的方法。首先对南召县第二高级中学的85名英语学困生和12名高中英语教师进行了问卷调查来了解南召县第二高级中学英语学困生形成的原因。随后根据英语学困生的成因提出用赏识教育转化英语学困生的策略,然后将策略运用于英语教学实践,之后对实验的情况进行数据分析。实验研究的对象为该校高一年级的1班和2班的英语学困生,总共34名,其中1班为实验班,2班为控制班,实验班实施赏识教育,而控制班采用传统的教学法。实验时间为2014年03月到2014年07,为期一学期；为了对比两个班级英语学困非智力因素和学习成绩的变化,笔者对实验前后学困生的成绩和问卷进行了对比分析,学习成绩分别采用高一第一学期和第二学期的期末成绩；利用SPSS17.0来分析实验数据,从分析结果来看,一个学期的实验证明了赏识教育对于实验班英语学习困难学生的情感态度的转化明显,尤其是在自信心和学习兴趣方面；学习成绩也有了提高。
[Abstract]:At present in our country, the middle school education pays more and more attention to the quality education, emphasizes that the education must start from the human nature and the society essence, trains the all-round development talented person. However, under the current educational system of our country, most schools still adopt examination-oriented education, and quality education has not really been implemented. As a result, some students with poor academic performance have become academic losers, which are often called poor students. I teach high school, there are a large number of such students. Through investigation, it is found that the formation of students with learning difficulties is not entirely due to intellectual factors, non-intelligence factors also play a pivotal role. On the basis of analyzing the characteristics of students' non-intelligence factors, this paper tries to study the transformation of students with learning difficulties through appreciation education, that is, through the premise of respecting students' personality in the process of education and teaching, on the basis of acknowledging differences and respecting differences, With a positive and appreciative view to discover the bright spots and valuable points of the students, and give them sufficient encouragement and guidance to realize the transformation of the students' non-intellectual factors, for example, the students' interest in learning, their learning motivation, their self-confidence, The relationship between teachers and students promotes the positive correlation between non-intelligence factors and English learning, so as to achieve the purpose of improving both. In the course of transforming students with learning difficulties through appreciation education, this paper adopts the method of combining quantitative and qualitative research. First, 85 students with English learning difficulties and 12 senior English teachers in Nanzhao County second Senior Middle School were investigated by questionnaires to understand the reasons for the formation of English learning difficulties in the second Senior Middle School of Nanzhao County. Then according to the causes of the students with English learning difficulties, this paper puts forward the strategy of transforming the students with English learning difficulties by appreciation education, and then applies the strategies to the practice of English teaching, and then analyzes the data of the experiment. The subjects of the experiment are the students with English learning difficulties in Class 1 and Class 2 of the first year of Senior High School, with 34 students in total. Class 1 is the experimental class and Class 2 is the control class. The experimental class carries out appreciation education, while the control class adopts the traditional teaching method. The experiment lasted from March 2014 to 0700 2014 for one semester. In order to compare the changes of non-intelligence factors and academic achievements between the two classes, the author makes a comparative analysis of the scores and questionnaires of the students with learning difficulties before and after the experiment. The final grades of the first semester and the second semester of senior high school are adopted respectively. Using SPSS17.0 to analyze the experimental data, the results show that appreciation education has a significant effect on the students with English learning difficulties in the experimental class, especially in the aspects of self-confidence and interest in learning. Academic performance has also improved.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2412531
[Abstract]:At present in our country, the middle school education pays more and more attention to the quality education, emphasizes that the education must start from the human nature and the society essence, trains the all-round development talented person. However, under the current educational system of our country, most schools still adopt examination-oriented education, and quality education has not really been implemented. As a result, some students with poor academic performance have become academic losers, which are often called poor students. I teach high school, there are a large number of such students. Through investigation, it is found that the formation of students with learning difficulties is not entirely due to intellectual factors, non-intelligence factors also play a pivotal role. On the basis of analyzing the characteristics of students' non-intelligence factors, this paper tries to study the transformation of students with learning difficulties through appreciation education, that is, through the premise of respecting students' personality in the process of education and teaching, on the basis of acknowledging differences and respecting differences, With a positive and appreciative view to discover the bright spots and valuable points of the students, and give them sufficient encouragement and guidance to realize the transformation of the students' non-intellectual factors, for example, the students' interest in learning, their learning motivation, their self-confidence, The relationship between teachers and students promotes the positive correlation between non-intelligence factors and English learning, so as to achieve the purpose of improving both. In the course of transforming students with learning difficulties through appreciation education, this paper adopts the method of combining quantitative and qualitative research. First, 85 students with English learning difficulties and 12 senior English teachers in Nanzhao County second Senior Middle School were investigated by questionnaires to understand the reasons for the formation of English learning difficulties in the second Senior Middle School of Nanzhao County. Then according to the causes of the students with English learning difficulties, this paper puts forward the strategy of transforming the students with English learning difficulties by appreciation education, and then applies the strategies to the practice of English teaching, and then analyzes the data of the experiment. The subjects of the experiment are the students with English learning difficulties in Class 1 and Class 2 of the first year of Senior High School, with 34 students in total. Class 1 is the experimental class and Class 2 is the control class. The experimental class carries out appreciation education, while the control class adopts the traditional teaching method. The experiment lasted from March 2014 to 0700 2014 for one semester. In order to compare the changes of non-intelligence factors and academic achievements between the two classes, the author makes a comparative analysis of the scores and questionnaires of the students with learning difficulties before and after the experiment. The final grades of the first semester and the second semester of senior high school are adopted respectively. Using SPSS17.0 to analyze the experimental data, the results show that appreciation education has a significant effect on the students with English learning difficulties in the experimental class, especially in the aspects of self-confidence and interest in learning. Academic performance has also improved.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前3条
1 李秋芹;;赏识教育在高职英语教学中的运用[J];山西财经大学学报;2009年S1期
2 陈桂贞;;赏识教育初探[J];陕西师范大学学报(哲学社会科学版);2006年S1期
3 金晓华;浅谈“赏识教育”[J];邵阳师范高等专科学校学报;2000年03期
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