高中英语课堂环境与学生学业情绪的相关性研究
发布时间：2021-04-19 23:50
自从20世纪30年代以来,Lewin的心理动力场理论的研究拉开了对课堂环境研究的序幕,直到现在课堂环境一直都是教学研究的热点话题。学业情绪的研究始于Pekrun在1992提出的认知-动机理论,这个理论让学者认识到了学业情绪这一概念以及它的重要性。笔者通过对国内外相关文献的查阅,发现关于课堂环境与学业情绪的研究成果丰硕,但是对于两者之间的相关性的研究非常少,尤其是研究高中英语课堂环境与学业情绪的相关性的文献几乎没有。因此,本研究以Lewin的心理动力场理论,Moos的课堂环境三方面结构理论,Pekrun的认知-动机理论为理论基础,重在探索什么样的课堂环境能够调动学生的积极学业情绪,旨在回答如下三个研究问题:（1）高中生对当前英语课堂环境的感知是怎样的?（2）高中生的英语学业情绪的特点是什么?（3）英语课堂环境是否与英语学业情绪有相关性?如果有,英语课堂环境的各维度与英语学业情绪的相关程度如何?本研究以内蒙古师范大学附属中学高一高二年级的171名学生为研究对象,研究工具采用刘丽艳,刘永兵编制的《中学英语课堂环境量表》和张典编制的《高中生英语学业情绪问卷》这两份问卷来收集数据,收回问卷使用S...
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
List of Abbreviations
ChapterⅠ Introduction
1.1 The background of the research
1.2 The purpose and significance of the study
1.3 The overall structure of the thesis
ChapterⅡ Literature Review
2.1 Definition of key terms
2.1.1 Definition of classroom environment
2.1.2 Definition of academic emotions
2.2 Theoretical foundations
2.2.1 Dynamic field theory
2.2.2 Three dimensional theory of classroom environment
2.2.3 The cognition-motivational theory
2.3 Relevant studies about classroom environment and academicemotions
2.3.1 Relevant researches about classroom environment abroad
2.3.2 Relevant researches about classroom environment at home
2.3.3 Relevant researches about academic emotions abroad
2.3.4 Relevant researches about academic emotions at home
2.3.5 Relevant researches about the relationship between classroomsenvironment and academic emotions
ChapterⅢ Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Questionnaires
3.3.2 Interview
3.4 Research procedures
ChapterⅣ Results and Discussion
4.1 The results and discussion of the senior high school students’perception of English classroom environment
4.1.1 The descriptive statistics of Classroom EnvironmentInventory
4.1.2 The comparison of classroom environment of students withdifferent proficiency levels
4.1.3 The comparison of classroom environment inventory onstudents’genders and students’ Grades
4.2 The results and discussion of the senior high school students’English academic emotions
4.2.1 The descriptive statistics of English academic emotionsquestionnaire
4.2.2 The comparison of English academic emotion of students withdifferent proficiency levels
4.2.3 The comparison of English academic emotion of students’genders and students’grades
4.3 The results and discussion of the correlation analysis betweenclassroom environment and English academic emotions
4.3.1 The correlation analysis between classroom environment andEnglish academic emotions
4.3.2 The regression analysis of classroom environment and Englishacademic emotions
ChapterⅤ Conclusions
5.1 Major findings
5.2 Implications for creating English classroom environment andmaintaining positive academic emotions
5.3 Limitations of the study and suggestions for future research
References
AppendixⅠ 高中英语课堂环境调查问卷
AppendixⅡ 高中生英语学业情绪调查问卷
AppendixⅢ Interview Outline
Acknowledgements
本文编号：3148555
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
List of Abbreviations
ChapterⅠ Introduction
1.1 The background of the research
1.2 The purpose and significance of the study
1.3 The overall structure of the thesis
ChapterⅡ Literature Review
2.1 Definition of key terms
2.1.1 Definition of classroom environment
2.1.2 Definition of academic emotions
2.2 Theoretical foundations
2.2.1 Dynamic field theory
2.2.2 Three dimensional theory of classroom environment
2.2.3 The cognition-motivational theory
2.3 Relevant studies about classroom environment and academicemotions
2.3.1 Relevant researches about classroom environment abroad
2.3.2 Relevant researches about classroom environment at home
2.3.3 Relevant researches about academic emotions abroad
2.3.4 Relevant researches about academic emotions at home
2.3.5 Relevant researches about the relationship between classroomsenvironment and academic emotions
ChapterⅢ Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Questionnaires
3.3.2 Interview
3.4 Research procedures
ChapterⅣ Results and Discussion
4.1 The results and discussion of the senior high school students’perception of English classroom environment
4.1.1 The descriptive statistics of Classroom EnvironmentInventory
4.1.2 The comparison of classroom environment of students withdifferent proficiency levels
4.1.3 The comparison of classroom environment inventory onstudents’genders and students’ Grades
4.2 The results and discussion of the senior high school students’English academic emotions
4.2.1 The descriptive statistics of English academic emotionsquestionnaire
4.2.2 The comparison of English academic emotion of students withdifferent proficiency levels
4.2.3 The comparison of English academic emotion of students’genders and students’grades
4.3 The results and discussion of the correlation analysis betweenclassroom environment and English academic emotions
4.3.1 The correlation analysis between classroom environment andEnglish academic emotions
4.3.2 The regression analysis of classroom environment and Englishacademic emotions
ChapterⅤ Conclusions
5.1 Major findings
5.2 Implications for creating English classroom environment andmaintaining positive academic emotions
5.3 Limitations of the study and suggestions for future research
References
AppendixⅠ 高中英语课堂环境调查问卷
AppendixⅡ 高中生英语学业情绪调查问卷
AppendixⅢ Interview Outline
Acknowledgements
本文编号：3148555
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