三年级小学生英语学习适应性研究

发布时间：2018-05-29 06:53

本文选题：三年级小学生 + 英语学习　；参考：《延边大学》2016年硕士论文

【摘要】：本文主要研究三年级小学生英语学习适应性问题。小学三年级是小学生学习英语课程的起始阶段,在小学生开始学习英语的阶段,也不断凸显出了一系列的问题,有许多处于同一智力和能力水平上的小学生,在三年级开设英语课程之后,英语学习的水平却逐渐有着很大的差异,有很多学生对英语的学习丧失了兴趣,出现了害怕上英语课、不自信等现象,从而产生了英语学习困难,英语成绩差的问题。那么又是何种原因导致学生们会出现这种现象已成为学者们亟待解决的问题,如何改善小学生的英语学习情况,为今后英语学习奠定良好的基础也成为了我们不得不重视的内容。根据小学生的身心特点的发展,要求我们应当重视小学生的学习适应性,然而现在的小学教育仍是更加注重小学生的学习成绩,而忽略学生的适应性研究,因此本文以小学生英语学习的适应性研究为切入点,研究三年级小学生英语学习适应性的现状。本研究的意义在于对小学生英语学习适应性状况及原因进行调查研究,探索改善他们英语学习适应性的途径和方法,为一线英语教师的教学提供借鉴。本文主要采取文献法、问卷调查法、访谈法和课堂观察法等研究方法,通过研究与分析小学三年级学生英语学习适应性,得出以下结论：(1)三年级小学生英语学习适应总体情况一般,英语学习环境适应制约着英语学习适应。(2)三年级小学生英语学习态度适应状况一般,学习动机、学习情绪状况制约着学生英语学习态度适应。(3)三年级小学生英语学习技术适应状况一般,资源管理策略状况制约着学生英语学习技术适应。(4)三年级小学生英语学习环境适应状况严重不良,家庭环境、教室环境、同伴关系制约着学生英语学习环境适应。(5)三年级小学生英语学习身心健康适应状况一般,英语学习焦虑制约着学生英语学习身心健康适应。(6)高分组、低分组学生英语学习适应不良的共性问题是学习情绪、资源策略、家庭环境、教室环境、同伴关系适应不良。高分组与低分组学生除在教室环境适应、学习从容适应方面不存在显著性差异外,在学习兴趣、学习动机、学习认知、学习情绪、学习行为、元认知策略、认知策略、资源管理策略、家庭环境、师生关系、同伴关系、情绪适应等方面,高分组与低分组学生均存在显著性差异。三年级小学生英语学习不适应原因：(1)学生智力倾向差异、自控力差和独生子女自私、个性强、自尊心强、攀比心、好胜心强等时代年龄特点,学生学习风格、学业成就感和自信心等是影响学生英语学习适应的个人原因。(2)教师在教学过程中的教学态度、学习策略指导、学生学习特点关注、因材施教、引导和构建良好的同伴互助学习关系是影响学生学习态度适应、学习技术适应、学习环境适应、身心健康适应的学校方面原因；(3)家庭过于关注学生学习成绩、期待高是影响学生学习动机、学习情绪进而影响学习态度适应的重要原因；家庭无法提供学习策略指导是影响英语学习技术适应的重要原因；家庭的经济支持、学习环境支持以及情感慰问是影响学生学习环境适应、身心健康适应及学习焦虑的重要原因。基于以上结论提出以下建议：(1)在学生层面上：学生应不断地培养积极的英语学习态度；学生应在学习英语过程中,提高自己的英语学习自主性;学生应掌握有效的英语学习策略；学生应增强自身的自信心和意志力。(2)在学校层面上：在校教师应为小学生提供英语学习策略的指导；教师应关注每一位学生的发展,尊重学生的个体差异性;英语教师应不断提高自身素养;学校应为教师提供更多的培训机会；学校应指导学生开展各类英语竞赛活动;学校应重视小学生心理健康教育。(3)在家长层面上：家长应不断提高自身能力；家长要树立正确的教育理念；家长应该为孩子创造一个良好的英语学习环境；家长要适当放低对孩子的要求。
[Abstract]:This paper mainly studies the English learning adaptability of grade three pupils. Grade three of primary school is the beginning of primary school students learning English course. In the stage of primary school students' learning English, a series of problems have been highlighted. There are a lot of pupils in the same level of intelligence and ability and after the course of English courses in grade three. There are a lot of differences in the level of English learning. There are many students who have lost interest in English learning. They are afraid of English class and lack of confidence. Thus the problem of English learning difficulties and poor English achievements has emerged. So what is the reason why the students will appear this phenomenon has become an urgent problem for the scholars to solve. The problem, how to improve the students' English learning and lay a good foundation for future English learning has become the content we have to pay attention to. According to the development of the physical and mental characteristics of the primary school students, we should pay attention to the learning adaptability of the primary school students. However, the primary school education still pays more attention to the pupils' academic achievements. In this paper, we study the adaptability of primary school students in English learning in grade three. The significance of this study is to investigate the adaptability and reasons of primary school students' English learning, and to explore the ways to improve their English learning adaptability. Methods to provide reference for the teaching of English teachers in the first line. This paper mainly adopts the methods of literature, questionnaire, interview and classroom observation. Through the study and analysis of the English learning adaptability of grade three students in primary school, the following conclusions are drawn: (1) the general situation of the English learning in grade three is general and the English learning environment is in general. Adaptation restricts the adaptation of English learning. (2) the adjustment of students' English learning attitude in grade three is general, learning motivation and learning mood restrict the adaptation of students' English learning attitude. (3) the students' adaptation to English learning in grade three is general, and the situation of resource management strategies restricts the students' adaptation to English learning. (4) grade three Students' English learning environment is badly adapted, family environment, classroom environment, and peer relationship restrict students' English learning environment adaptation. (5) the physical and mental health adaptation of pupils in grade three is general, and English learning anxiety restricts the physical and mental fitness of students in English learning. (6) high group and low group students' English learning. The common problems of poor adaptation are learning emotion, resource strategy, family environment, classroom environment, and poor companionship. There is no significant difference between the high and low group students in the classroom environment adaptation and learning adaptation, and the learning interest, learning motivation, learning cognition, learning emotion, learning behavior, metacognitive strategies, and recognition strategies are recognized. Knowledge strategy, resource management strategy, family environment, teacher-student relationship, peer relationship, emotional adaptation, and so on, both high and low school students have significant differences. (1) the students' English learning is not adapted to the reasons: (1) students' intellectual tendency difference, poor self-control and single child selfishness, strong personality, self-respect, comparison heart, and strong heart strength In the age of age, students' learning style, academic achievement and self-confidence are the individual reasons that affect students' English learning adaptation. (2) teachers' teaching attitude, learning strategy guidance, students' learning characteristics, teaching students in accordance with their aptitude, guidance and Gou Jianliang's good peer mutual learning relationship are the factors that affect the students' attitude to study. It is necessary to learn the reasons for the school aspects of learning technology adaptation, learning environment adaptation, and physical and mental health adaptation; (3) the family is too concerned about the students' learning achievement, and the expectation is the important reason that affects the students' learning motivation and the learning mood then affects the adaptation of the learning attitude; the failure of the family to provide learning strategy guidance is an important factor affecting the adaptation of English learning. The reasons are that family economic support, learning environment support and emotional consolation are the important factors that affect the students' learning environment adaptation, physical and mental health adaptation and learning anxiety. Based on the above conclusions, the following suggestions are put forward: (1) at the student level, students should continue to cultivate positive English learning attitude; students should learn English process. In the middle, improve the autonomy of English learning; students should master effective English learning strategies; students should strengthen their self-confidence and willpower. (2) at the school level, teachers should provide guidance for students with English learning strategies; teachers should pay attention to the development of each student and respect the individual differences of students; English teaching should be respected. Teachers should constantly improve their own quality; schools should provide more training opportunities for teachers; schools should guide students to carry out various English competition activities; schools should attach importance to primary school students' mental health education. (3) at the parent level, parents should constantly improve their abilities; parents should set up correct educational ideas; parents should create children for their children. Create a good English learning environment; parents should lower their demands on children.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.31

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