非英语专业大学生思维风格、自我监控能力和英语成绩的相关性研究

发布时间：2018-05-29 07:26

本文选题：思维风格 + 自我监控　；参考：《中北大学》2017年硕士论文

【摘要】：为了更好地适应当今社会的发展,我们不仅要重视学生的学习成绩,也要培养他们灵活多变的思维方式,促进其创新能力。传统的观点认为,一个人取得好的成绩是因为他有比别人更高的能力。近年来,一些学者通过研究发现除了一些传统的因素外,思维风格对学生的也成绩有着重要的影响。美国心理学家斯腾伯格(R.J.Sternberg)认为,思维风格是学生在学习中运用能力的一种方式。此外,自我监控能力在二语习得中也受到了很大的关注,那些懂得选择有效的学习方法,按计划完成学习任务,总结和发现自己的不足,并进行及时补救的同学,往往能取得更好的成绩。学习中的自我监控主要是是指学生对所学知识进行自我调节与控制,强调自主学习。大学的环境比较自由,要想取得更好地发展,学生必须通过自我监控来督促自己。作者主要探索了非英语专业大学生思维风格,自我监控能力和英语成绩的相关关系。研究工具包括斯腾尔伯格提出的思维风格量表,董奇和周勇的自我监控量表。两份问卷都以中文的形式来呈现以便让学生更好地理解与回答。为检测学生英语水平,作者采用的是的大学英语四级考试试题,以保证试题的信度和效度,被试者为68名中北大学非英语专业的大三学生。这项研究旨在解决以下研究问题:(1)非英语专业大学生思维风格的总体特点是什么?思维风格和英语成绩是否相关?(2)非英语专业大学生自我监控的总体特点是什么?自我监控和英语成绩是否相关?(3)思维风格和自我监控是否相关?本研究采用社会学统计软件SPSS.17.0对收集的数据进行处理,主要包括描述性统计、皮尔逊相关性分析和独立样本T检验,最后得到了下面的结论:(1)大学生倾向于使用立法、执法、等级、外向和自由的思维风格。具体来说,女生主要在执法型,等级型,专制型,局部型,内向型和保守型方面得分较高,而男生在立法型,审判型,无政府型,外向型和自由型方面得分更高。思维风格与英语成绩部分相关。(2)大学生自我监控能力处在一个中等水平,女生在执行,反馈和补偿策略方面得分较高,而男生在方法和计划策略方面的得分更高。英语成绩与自我监控显著相关,学生的自我监控能力越强,成绩越高。(3)思维风格与自我监控能力部分相关。拥有执法、审判、专制、等级、和内向型思维风格的学生有更强的自我监控能力,而具有立法,无政府,外向和自由型思维风格的学生自我监控水平较低。本研究对我国的英语教学有着重大的参考。教师应该了解自己思维风格,帮助学生根据自己的特点来选择合适的学方法,并将自己的教学方法与学生的思维风格相匹配。学生要根据不同的情景选择不同的思维风格,主动地监控自己的英语学习效果。教师也应该引导学生如何进行有效的自我监控,以便于提高英语学习成绩。
[Abstract]:In order to better adapt to the development of today's society, we should not only attach importance to the students' academic achievement, but also cultivate their flexible and changeable mode of thinking to promote their innovative ability. The conventional wisdom is that a person gets good grades because he has a higher ability than others. In recent years, some scholars have found that in addition to some traditional factors, thinking style has an important impact on students' achievement. According to American psychologist R. J. Sternberg, thinking style is a way for students to use their ability in learning. In addition, the ability of self-monitoring has also received great attention in second language acquisition. Those who know how to choose effective learning methods, complete their learning tasks according to plan, sum up and discover their shortcomings, and make timely remedies. More often than not, you can get better results. Self-monitoring in learning mainly refers to students self-regulating and controlling what they have learned and emphasizing self-learning. In order to achieve better development, students must supervise themselves through self-monitoring. The author mainly explores the relationship between non-English majors' thinking style, self-monitoring ability and English achievement. The research tools include Stenlberg's thinking style scale, and Domich and Zhou Yong's self-monitoring scale. Both questionnaires are presented in Chinese to enable students to better understand and answer. In order to test the students' English proficiency, the author used the CET-4 test to ensure the reliability and validity of the test. The subjects were 68 non-English major junior students in Central North University. The purpose of this study is to solve the following research question: 1) what are the general characteristics of the thinking style of non-English majors? Is there a correlation between thinking style and English scores? (2) what are the overall characteristics of self-monitoring for non-English majors? Is there a correlation between self-monitoring and English achievement? This study uses the sociological statistical software SPSS.17.0 to process the collected data, mainly including descriptive statistics, Pearson correlation analysis and independent sample T test. Finally, the following conclusion is drawn: 1) College students tend to use legislation and enforce the law. Grade, extroversion and free mind style. Specifically, girls scored higher in law enforcement, hierarchy, autocratic, partial, introverted and conservative, while boys scored higher in legislation, trial, anarchy, extroversion and freedom. The students' self-monitoring ability is at a moderate level. Girls score higher in execution, feedback and compensation strategies, while boys score higher in methods and planning strategies. The higher the students' self-monitoring ability is, the higher the score is.) the thinking style is partly related to the self-monitoring ability. Students with a law enforcement, adjudication, autocratic, hierarchical, and introverted thinking style have a stronger self-monitoring ability, while students with a legislative, anarchic, extroverted and liberal thinking style have a lower level of self-monitoring. This study is of great reference to English teaching in China. Teachers should understand their own thinking style, help students to choose appropriate learning methods according to their own characteristics, and match their teaching methods with students' thinking styles. Students should choose different thinking styles according to different situations and actively monitor their English learning effects. Teachers should also guide students to effectively monitor themselves so as to improve their English learning performance.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319

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