高中生英语自主学习能力培养中教师中介的行动研究

发布时间：2018-02-08 11:35

本文关键词： 高中生教师中介英语自主学习能力行动研究　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着我国高中英语教育改革的深化,自主学习方式不断得到推广,提高学生自主学习能力的需求已日益突出。《高中英语新课程标准》在谈及教学目标时,着重强调要改进学习方式,培养自主学习能力。教师作为学生学习的引导者,在其自主知识体系构建过程中起着不可或缺的作用。根据中介作用理论,教师是教学活动的中介者,通过干预学生学习行为而实施中介作用。近年来,已有一些学者注意到教师中介与学生英语自主学习能力发展之间的相关性,并对此进行了验证,然而此类研究对象主要集中在大学生群体,对高中生群体的调研却较少,且教师行动研究类的相关报告则更是鲜有涉及。因此,就高中生这一群体而言,教师中介能否通过行动研究而有效提高学生英语自主学习能力已成为当前高中英语教学所亟待解决的问题。本文采取行动研究的方式对以上问题进行探索。行动研究区别于严格意义上的定量或定性研究,是教师从自身教学中发现问题,通过行为干预而解决问题的一种研究方式,其适宜小范围内调研且结论可直接用于改进教学实践。鉴于此,研究者对就读于江苏省盐城市某中学高一年级42位学生进行为期12周的行动研究。行动研究前后对学生英语自主学习能力与教师中介作用实施情况均进行问卷前后测,运用SPSS19.0对数据进行对比分析以获得量化数据。对于一些难以观测到的数据,则在行动研究后以访谈的方式进行补充,加上学生学习日志共同作为质性数据。通过比对研究前后学生对教师中介的实践评价以及对自我学习心理、能力与行为维度的差异,本次行动研究得出以下结论:1.现阶段高中生的英语自主学习能力水平较低,尤其表现在学习意识、计划设置、实施与监控、评价与反思以及学习行为这五个方面水平低下。2.目前高中生普遍对教师中介持有相当高的期望,然而教师中介作用的实施效果远未达到学生的期待。3.通过本次教师中介的行动研究,学生的自主学习心理未发生重大变化,但其自主学习能力与行为得以明显提高,且总体趋势符合预期,教师中介提高了学生的英语自主学习水平。尽管本次行动研究总体已达到研究预期,然纵观此次行动研究,仍存在些许不足,如样本量较少及研究周期较短等。今后此类研究应注重扩大样本量及延长研究周期,同时也应综合考虑性别、年龄、父母教育水平等因素对研究结果的影响。本研究以行动研究的方式探究教师中介对提高高中生英语自主学习水平的作用。期待此结果能为中介作用理论与自主学习理论的丰富和发展提供多层次样本数据来源,同时,本研究结果也丰富了一线教师对提高学生自主学习能力有效方式的探索,也可为高中英语教育改革提供一些参考。
[Abstract]:With the deepening of the reform of senior high school English education, autonomous learning has been popularized and the demand for improving students' autonomous learning ability has become increasingly prominent. It is emphasized that teachers play an indispensable role in the process of constructing their autonomous knowledge system as the guide of students' learning, in order to improve their learning style and cultivate their autonomous learning ability. According to the theory of intermediary function, teachers play an indispensable role in the process of constructing their autonomous knowledge system. In recent years, some scholars have paid attention to the correlation between teacher intermediary and the development of students' English autonomous learning ability. However, the subjects of this kind of research mainly focus on the college students, but the research on the high school students is less, and the related reports of teachers' action research are less. Therefore, as for the high school students, Whether teacher intermediary can effectively improve students' English autonomous learning ability through action research has become an urgent problem to be solved in English teaching in senior high schools at present. This paper takes action research to explore the above problems. Research is different from quantitative or qualitative research in the strict sense, It is a kind of research method for teachers to find problems from their own teaching and solve problems through behavior intervention. It is suitable for small scale investigation and conclusion can be directly used to improve teaching practice. The researchers conducted a 12-week action study on 42 senior high school students in a middle school in Yancheng, Jiangsu Province. Before and after the action study, the students' English autonomous learning ability and teachers' mediating effect were tested before and after the questionnaire. SPSS19.0 was used to compare and analyze the data to obtain quantitative data. For some difficult data to be observed, they were supplemented by interviews after the action study. In addition, students' learning log is used as qualitative data. By comparing the students' practical evaluation of teachers' intermediary before and after the study, as well as the differences in the dimensions of self-learning psychology, ability and behavior. This action study draws the following conclusions: 1. At present, the English autonomous learning ability of senior high school students is relatively low, especially in learning consciousness, planning, implementation and monitoring. Evaluation and reflection as well as learning behavior are five aspects of low level. At present, high school students generally hold high expectation to teacher intermediary. However, the implementation effect of teacher intermediary is far from the expectation of students. Through the action research of teacher intermediary, the students' autonomous learning psychology has not changed significantly, but their autonomous learning ability and behavior have been obviously improved. And the overall trend is in line with the expectation that teachers' intermediary has improved the students' English autonomous learning level. Although this action study has generally met the expectations of the study, there are still some deficiencies in this action study. In the future, such studies should focus on expanding the sample size and prolonging the research cycle, as well as taking gender and age into account, This study explores the effect of teacher mediation on the improvement of high school students' English autonomous learning in the way of action research. It is expected that this result can be used as an intermediary theory and autonomous learning. The enrichment and development of the theory provides multi-level sample data sources, At the same time, this study enriches the exploration of effective ways for teachers to improve students' autonomous learning ability, and can also provide some references for the reform of senior high school English education.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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