强化理论在幼儿英语教学中的应用研究

发布时间：2018-08-30 15:49

【摘要】：“强化”一词是行为主义理论体系中最早出现的概念之一。强化这一概念的提出始于桑代克，后经斯金纳等人的发展而达到了一定的理论高度。作为一种语言学习和语言教学理论，强化理论具有较强的理论指导意义和实际应用价值。强化行为真实存在于幼儿英语课堂教学之中，但由于大多数幼儿英语教师对于强化理论缺乏系统理性的认识，强化行为经常无意识地或者随机地出现在幼儿英语教学过程之中。幼儿英语教师适当的强化能够帮助幼儿形成良好的语言学习习惯。相反，不恰当的强化行为会增加幼儿不良学习习惯的出现概率，对孩子的身心发展造成不良影响。本文在全面阐释强化理论的基础上，对强化理论在幼儿英语教学中的应用进行了实证性研究。该研究采用实验法、课堂观察法以及结构式访谈法，并对数据进行了收集整理。在运用SPSS17.0中的描述性分析、独立样本T检验和相关性分析等统计手段对所得数据进行分析处理后发现：1）实验组和对照组的前测成绩无显著差异而后测成绩出现显著差异；2）幼儿教师课堂上使用积极强化的次数与受测学生的英语成绩有高度相关性；3）媒体强化的应用时长与受测学生的英语成绩存在着正相关关系。4）在英语课堂上，幼儿教师习惯使用单一强化物。因此，，笔者建议幼儿英语教师增加积极强化次数，充分利用媒体强化，注重语言互动交流，使用多样化强化物。总之，强化理论在幼儿英语教学中的应用研究这一选题具有重要意义。一方面，梳理强化理论的发展，分析其应用现状能补充原有的强化理论；另一方面，实验及课堂观察等得出的研究结论能指导幼儿英语教师更好地运用强化。但强化理论过多地强调了外部条件对内在因素的作用，对于如何全面有效地发挥强化行为在幼儿英语课堂教学中的作用还有待于进一步的调查研究。
[Abstract]:The term "reinforcement" is one of the earliest concepts in the system of behaviorism theory. The concept of reinforcement was put forward by Thorndike and reached a certain theoretical height after the development of Skinner et al.
Reinforcement exists in preschool English classroom teaching, but because most preschool English teachers lack a systematic and rational understanding of reinforcement theory, reinforcement often occurs unconsciously or randomly in the process of preschool English teaching. On the contrary, inappropriate reinforcement behavior will increase the probability of bad learning habits and have a negative impact on children's physical and mental development.
Based on the comprehensive explanation of reinforcement theory, this paper makes an empirical study on the application of reinforcement theory in children's English teaching. The study adopts experimental method, classroom observation method and structured interview method, and collects and collates the data. Statistical analysis of the data shows that: 1) there is no significant difference between the pre-test results and the post-test results between the experimental group and the control group; 2) the frequency of positive reinforcement used by kindergarten teachers in class is highly correlated with the students'English performance; 3) the length of application of media reinforcement is highly correlated with the students' English proficiency; In English class, kindergarten teachers are accustomed to using single reinforcement. Therefore, the author suggests that kindergarten English teachers should increase the number of positive reinforcement, make full use of media reinforcement, pay attention to language interaction and use diversified reinforcement.
In a word, the application of reinforcement theory in preschool English teaching is of great significance. On the one hand, combing the development of reinforcement theory and analyzing its application status can supplement the original reinforcement theory; on the other hand, the conclusions drawn from experiments and classroom observations can guide preschool English teachers to better use reinforcement. The theory overemphasizes the effect of external conditions on internal factors. Further investigation and study are needed on how to fully and effectively exert the role of reinforcement in preschool English classroom teaching.
【学位授予单位】：中国石油大学（华东）
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G613.2

【参考文献】