基于情感因素的儿童外语教学策略研究

发布时间：2018-05-29 18:57

本文选题：情感因素 + 儿童外语　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：随着语言学研究的深入,人们逐渐意识到情感因素会对外语教学产生重要影响,外语学习效率的高低会与学生在英语学习过程中的积极或消极因素紧密相关。2001年,我国教育部提出要在全国各市县开设小学英语课程,要把关注学生情感态度做为英语课程的目标之一。小学阶段英语课程的设置,“要符合儿童生理和心理发展的特点和规律,培养学生对学习英语的兴趣和积极的情感态度以及学好英语的自信心”(《义务阶段英语课程标准(2011)》)。《新课程标准》把情感态度列为英语课程标准之一。情感态度是决定学习者能否全面发展的重要方面,也是我国新课程改革关注的重中之重。如何充分发挥情感态度对外语学习的积极作用已经引起了教育界的充分的关注和重视。相对于成年人来说,儿童在语言学习的过程中,情感特征的表现十分明显并且很容易掌握其情感的动态变化。然而由于我国小学阶段英语课程开设时间相对比较晚,学术界对关于情感教学理论的研究还不够充分,在儿童英语教学情感策略方面的研究更是存在着许多不足之处。有鉴于此,本文以基于情感因素的儿童外语教学策略研究为题,以处于小学学龄阶段六岁至十二岁的儿童为研究对象,论述了情感对儿童外语教学的重要性并分析讨论了我国儿童外语教学的成绩与不足,基于儿童外语教学的现状,探讨了情感因素对处于小学学龄阶段六岁至十二岁的儿童外语教学具有哪些功能与作用,提出了在情感方面有关儿童外语教学的策略。但由于笔者只有两年多的教龄,教学实践经验有限,很难进行深入的研究。因此本文教学案例中是以分析研究小学一至三年级学段的儿童为主。文章旨在以二语习得以及教育心理学中的情感因素的相关理论为指导,在阐述相关概念和理论的基础上结合教育实践,探讨如何利用情感因素的积极作用促进儿童高效习得外语并实现教学效果的最优化。本文共分为五个部分,第一部分为引言,论述了中小学英语新课程标准的要求并对我国儿童外语教学现状进行了分析;第二部分综述了国内以及国外关于情感因素影响儿童外语的研究现状;第三部分论述了构建本文的心理学、教育学和语言学的相关理论基础;第四部分介绍了情感及其各因素在儿童外语教学中所起到的重要作用,并结合笔者自身两年多以来的教学实践和教学反思针对情感因素影响小学儿童教学的案例进行了深入研究进而提出了相应的情感教学策略,本文中所出现的儿童均指小学学龄阶段的儿童;第五部分为文章的结论部分。
[Abstract]:With the development of linguistic research, people have come to realize that affective factors will have an important impact on foreign language teaching, and the efficiency of foreign language learning will be closely related to the positive or negative factors in the process of English learning. The Ministry of Education of China has proposed to set up primary school English courses in all cities and counties of the country, and to pay attention to students' emotional attitudes as one of the goals of the English curriculum. The English curriculum in primary school should be in accordance with the characteristics and laws of children's physical and psychological development. To cultivate students' interest in learning English, positive affective attitude and confidence in learning English well "(compulsory English Curriculum Standard 2011). The New Curriculum Standard lists affective attitude as one of the English curriculum standards. Affective attitude is an important aspect to decide whether learners can develop in an all-round way, and it is also the most important part of the new curriculum reform in China. How to give full play to the positive role of affective attitude in foreign language learning has aroused great concern and attention in the field of education. Compared with adults, children have obvious affective characteristics in the process of language learning and can easily grasp the dynamic changes of their emotions. However, due to the relatively late opening time of English curriculum in primary school in China, the academic research on emotional teaching theory is not enough, and there are many deficiencies in the study of emotional strategies in children's English teaching. In view of this, this paper focuses on the study of children's foreign language teaching strategies based on affective factors and children aged 6 to 12 years in primary school age. This paper discusses the importance of emotion to children's foreign language teaching, and analyzes the achievements and shortcomings of children's foreign language teaching in China, based on the present situation of children's foreign language teaching. This paper probes into the functions and functions of affective factors in foreign language teaching for children aged 6 to 12 years in primary school age, and puts forward the strategies of affective aspects of foreign language teaching for children. However, due to the author has only two years of teaching experience, teaching experience is limited, it is difficult to carry out in-depth research. Therefore, the teaching case of this paper is to analyze and study the children in grade one to three of primary school. Under the guidance of the relevant theories of second language acquisition and emotional factors in educational psychology, this paper combines the relevant concepts and theories with educational practice. This paper discusses how to make use of the positive effect of affective factors to promote children's efficient foreign language acquisition and to optimize the teaching effect. This paper is divided into five parts. The first part is the introduction, which discusses the requirements of the new English curriculum standards in primary and secondary schools and analyzes the current situation of children's foreign language teaching in China. The second part summarizes the research status of affective factors affecting children's foreign languages at home and abroad, and the third part discusses the theoretical basis of psychology, pedagogy and linguistics. The fourth part introduces the important role of emotion and its various factors in children's foreign language teaching. Combined with the author's teaching practice and reflection for more than two years, this paper makes a deep research on the case of the influence of affective factors on primary school children's teaching, and then puts forward the corresponding emotional teaching strategy. All the children in this paper refer to the children of primary school age, and the fifth part is the conclusion of the article.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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