小学高年级学生英语课堂学习焦虑与教学策略研究

发布时间：2018-01-30 12:16

本文关键词： 小学高年级英语课堂学习焦虑教学策略　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：就英语教学而言,研究者一开始把重点和中心放在教法研究上,之后落脚于研究影响学习者外语学习的因素方面。其中,情感因素之中的焦虑无疑是产生外语学习差异的显著原因。鉴于小学英语学习焦虑问题的重要性及目前对于这一问题研究相对贫乏的事实,笔者尝试从教学因素的角度,结合自身的教学实习及现状调查,分析问题原因并提出有针对性的对策共有。由于我国小学从三年级初才开始英语(且对英语的接触时间较短、学习内容较浅,所以将论文的群体定位于小学高年级(即五、六年级)。论文分以下部分:第一章为绪论,主要分析了目前小学高年级英语学习焦虑问题的缘起,相关核心概念的界定,结合国内外的相关文献综述,提出研究上述问题的可行性和必要性。第二章为小学高年级学生英语学习焦虑的现状,在这一章里,笔者分析了长沙地区学校中不同的高年级在职英语教师和学生的问卷调查数据,总结了五、六年级学生在焦虑上的差异情况。第三章为小学高年级学生产生英语学习焦虑的原因,它是建立在上一章呈现的调查结果的基础上,对收集到的数据结果进行分析,最后得出的结论。主观上的原因主要有学习者的英语知识储备、个人学习能力、个性心理特征、竞争意识等。客观上的原因主要有学生语言学习环境、教师不当的授课方式、教师反馈机制。第四章提出了消减焦虑的教学对策。在这个部分笔者确立了对研究问题的有效教学对策开展方案,这也是整个论文的关键部分,对今后的英语教学提出了若干建议:创建良好语言环境、探索有效课堂教学方法、优化课堂教学评价。
[Abstract]:As far as English teaching is concerned, researchers focus on teaching methods at first, and then focus on the factors that affect learners' foreign language learning. There is no doubt that anxiety among the affective factors is the significant cause of the differences in foreign language learning. In view of the importance of the anxiety problem in primary English learning and the fact that there is relatively little research on it at present. From the perspective of teaching factors, the author tries to combine their own teaching practice and current situation investigation. This paper analyzes the causes of the problems and puts forward some countermeasures. The primary schools in China only started English at the beginning of the third grade (and the contact time to English is short and the learning content is relatively shallow.). The thesis is divided into the following parts: the first chapter is the introduction, which mainly analyzes the origin of the current English learning anxiety in the senior grade of primary school. The definition of relevant core concepts, combined with the literature review at home and abroad, put forward the feasibility and necessity of studying the above problems. Chapter two is the current situation of English learning anxiety of senior primary school students, in this chapter. The author analyzes the questionnaire data of serving English teachers and students in different senior schools in Changsha. The third chapter deals with the causes of English learning anxiety among senior primary school students, which is based on the survey results presented in the previous chapter. The main subjective reasons are learners' English knowledge reserve, individual learning ability and personality psychological characteristics. The objective reasons include students' language learning environment and teachers' improper teaching methods. The teacher feedback mechanism. 4th chapter proposed the teaching countermeasure of reducing anxiety. In this part the author established the effective teaching countermeasure development plan to the research question, which is also the key part of the whole thesis. This paper puts forward some suggestions for English teaching in the future: to create a good language environment, to explore effective classroom teaching methods and to optimize the evaluation of classroom teaching.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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