问题式教学法对提升非英语专业学生英语自我效能感的作用研究

发布时间：2018-01-07 11:16

  本文关键词：问题式教学法对提升非英语专业学生英语自我效能感的作用研究　出处：《山东师范大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 问题式教学法 英语自我效能感 非英语专业学生

【摘要】：自我效能感是指人对自己能否成功地进行某一行为的主观判断,是自信心在某项任务中的具体表现。它作为一个重要的个体情感因素,通过认知、动机、情感和选择过程进而影响一个人的成就。然而在传统的大学英语课堂上,非英语专业大学生的情感因素长久地被忽视了。许多非英语专业学生没有学习英语的动机,因为他们对英语学习没有兴趣甚至丧失了信心。许多专家学者也进行了一些研究以期提高学生的自我效能感,但很少有学者从教学法的角度来研究如何提高非英语专业学生的自我效能感。问题式教学法作为一种新型的教学方法,它以问题为起点,学生在教师的指导下,通过写作、独立探究等方式以提高问题解决的能力、知识的掌握以及认知情感态度的培养。问题式教学法强调学生的积极参与,密切关注他们在学习过程中所表现出来的态度情绪等情感因素,有助于激发学生的学习兴趣及学习动机。自问题式教学法问世以来,已有许多专家学者研究其在英语学习方面的作用,但实证性研究较少,而从问题式教学法角度来探究其对学生自我效能感作用的研究则更为少见。本文旨在探究问题式教学法对非英语专业学生英语自我效能感的作用,以期为大学英语教学提供建议。本研究致力于探索以下两个问题:(1)哪种教学法能有效提升非英语专业大学生的自我效能感,问题式教学法或是传统教学法?(2)问题式教学法是否对非英语专业学生的英语水平产生影响?为了达到本研究的目的,笔者以自我效能感理论及其他相关理论等为理论基础,于2015年上半年将问题式教学法应用于大学英语课堂,在山东广播电视大学开展了为期16周的实验研究。两个平行班的92名学生被选为研究对象。笔者随机选取其中一个班级作为实验班采用问题式教学法,另外一个班级为控制班采用传统的英语教学方法,并根据学生的英语自我效能感水平把实验班的学生分为高自我效能者和低自我效能者,以此作为分组的依据。本次教学实验的研究工具包括英语学习自我效能感量表以及英语水平测试卷。笔者采用定量及定性研究的方法,将实验数据录入SPSS17.0对英语自我效能感量表及英语测试卷进行分析,得出实验结论。研究结果表明,(1)与传统英语教学方法相比问题式教学法确实能更有效地提升非英语专业学生的英语自我效能感(2)问题式教学法能够有效地提升学生学习英语的热情并促进其英语水平的提高。最后,笔者建议为改变当前大学英语课堂教学的现状,应有效地将问题式教学法引进大学英语教学,以便帮助学生有效提升自我效能感,取得更大进步。然而,由于一些客观因素与主观因素限制,如实验时间较短,对数据的处理和分析不够深入,以及研究者能力限制,本研究难免存在缺陷。这些工作尚需要进一步的研究和探索。
[Abstract]:Self efficacy refers to the subjective judgment of their own ability to successfully carry out an action, is a concrete manifestation of self-confidence in a task. It is one of important individual affective factors, motivation, and then through the cognition, emotion and selection process to affect a person's achievement. But in the traditional college English classroom on the affective factors of non English majors has been neglected for a long time. Many non English majors have no motivation for learning English, because they have no interest in learning English and even the loss of confidence. Many experts and scholars have conducted some research in order to improve the students' self-efficacy, but few scholars from the Perspective of teaching method to study how to improve non English Major Students' self-efficacy. As a new teaching method of problem teaching method, it takes question as the starting point, the students under the guidance of teachers, through the Writing, independent inquiry etc. in order to improve the ability of problem solving, culture knowledge and cognitive emotional attitude. Actively participate in the problem-based teaching method emphasizes students' emotional attitude, pay close attention to affective factors such as out of their performance in the learning process, learning interest and learning motivation will help to stimulate students to ask out. Question teaching method, many experts and scholars have studied its role in English learning, but less empirical research, from the angle of question teaching method to explore its effect on students' self-efficacy research is more rare. This paper aims to explore the problems of teaching method on non English Majors' English self-efficacy the role, in order to provide suggestions for College English teaching. This study aims to explore the following two questions: (1) what kind of teaching method can effectively improve the non English Majors' self Self-efficacy, problem teaching method and traditional teaching method? (2) whether the question type teaching method on non English Majors' English influence? In order to achieve the purpose of this study, based on self-efficacy theory and other related theories as the theoretical basis, in the first half of 2015 will be the problem teaching method on the College English Teaching in Shandong TV University, experimental research was carried out for 16 weeks. 92 students in two classes were chosen as the research object. The author randomly selected one class as the experimental class with the teaching method, another class adopted the traditional English teaching method for the control class, and according to the students English Self-efficacy level of the students in the experimental class were divided into high self-efficacy and low self-efficacy, as grouped on the basis of research tools. The experiment includes English learning self Efficacyscale and English proficiency test. The author uses the method of quantitative and qualitative research, the experimental data into SPSS17.0 of English self-efficacy scale and English test volume analysis, draw a conclusion of the experiment. The results showed that (1) compared with the traditional English teaching method of problem-based teaching method can more effectively improve non English Majors' English self-efficacy (2) problem based teaching method can effectively improve the students' enthusiasm of learning English and improve their English level. Finally, the author suggests to change the current situation of College English classroom teaching, should be effectively the problem teaching method in College English teaching, in order to help students improve self-efficacy, make greater progress. However, due to some subjective factors and subjective factors, such as the short experimental time, the data processing and analysis is not deep enough, As well as the limitations of the researchers' ability, this study is unavoidable. These work needs further research and exploration.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3
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本文编号：1392325