高中生英语课堂笔记与学业成绩的相关性调查

发布时间：2018-03-10 03:31

本文选题：高中生　切入点：英语课堂笔记　出处：《内蒙古师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着社会生活的信息化和世界经济的全球化,人们越来越意识到学习英语的重要性。就中学生而言,英语的重要性显得尤为突出。英语不仅作为他们学习的重要科目之一,更是他们考入理想大学和实现人生目标的重要条件。那么,应该如何提高中学生的英语学习成绩呢?国内外学者们在学习策略方面给予了探索。那么,记笔记作为学习策略之一,与学生的学习成绩是否具有相关性以及不同学习水平的学生在记笔记方面又有何差异,这是一个值得探讨的问题同时也是本文的研究问题。此外,根据作者已有经验,教师和学生在记笔记方面还没有给予一定的重视,所以,本文旨在通过论证笔记与英语学习成绩的相关性来探讨笔记是否对学生的学习成绩有帮助,是否应该受到一定的重视。首先,本文在分析国内外学者在记笔记方面研究的基础上,发现他们在学生记笔记的态度、习惯、方法和复习方面有所研究,但是并没有对其与英语学习成绩的相关性予以探讨。而笔记在学生学习过程中又扮演着重要的角色,所以本文从记笔记的这四个方面予以研究。同时,本文还对记笔记的概念、四个维度的具体含义和所运用的理论进行了论述。其次,就研究设计而言,选取内蒙古师范大学附属中学的175名高一学生为研究对象,采用问卷调查,学生笔记和访谈的方法,根据问卷的四个维度即记笔记态度、习惯、方法和笔记复习方面,就以下两个研究问题进行了探索。第一,学生的英语课堂笔记与学业成绩是否具有相关性。第二,高分组、中分组和低分组在记英语笔记方面有何差异。然后,本文运用描述统计、相关性分析和单因素方差分析,结合建构主义理论和有意义学习理论,对处于不同学习水平的学生在记笔记方面的差异给予了分析与讨论。根据问卷的四个维度,本文能够得出以下结论。首先,英语学习成绩与学生在记笔记态度、习惯、方法和复习方面存在较低的相关性(r0.4)。其中,学习成绩与学生记笔记态度的相关性高于其他几个方面。其次,低分组和高分组在学生记笔记的态度、习惯、方法和复习方面存在着差异。低分组和中分组在记笔记的方法存在着差异。此外,高分组和中分组在记笔记方面无差异。因此,教师在记笔记方面应该给予适当的关注。学生应该持有积极的态度,养成良好的记笔记习惯,掌握有效的记笔记方法和给予恰当的复习,使笔记的作用得以发挥。最后,本文对研究的局限性也给予了说明,希望能够为今后就此论题进行探讨的研究者们提供借鉴与参考。
[Abstract]:With the information of social life and the globalization of the world economy, people are becoming more and more aware of the importance of learning English. As far as middle school students are concerned, the importance of English is particularly prominent. English is not only one of the important subjects they study. It is also an important condition for them to enter an ideal university and achieve their goals in life. So, how to improve the English learning achievement of middle school students? Scholars at home and abroad have explored learning strategies. As one of the learning strategies, note-taking is related to students' academic achievement, and what are the differences in note-taking among students with different learning levels? In addition, according to the author's experience, teachers and students have not paid much attention to taking notes, so, The purpose of this paper is to discuss whether notes are helpful to students' academic achievement and whether they should be paid more attention to by demonstrating the correlation between notes and English academic achievements. Based on the analysis of domestic and foreign scholars' research on note-taking, this paper finds that they have some research on students' note-taking attitude, habits, methods and review. However, there is no study on the correlation between note-taking and English learning achievement. Note taking plays an important role in the process of students' learning, so this paper studies the four aspects of note-taking. At the same time, this paper also discusses the concept of note-taking. The specific meaning of the four dimensions and the theory used are discussed. Secondly, in terms of the research design, 175 senior high school students attached to Inner Mongolia normal University are selected as the research objects, and the methods of questionnaire, student notes and interviews are used. According to the four dimensions of the questionnaire, that is, note-taking attitude, habits, methods and notes review, this paper explores the following two research questions: first, whether the students' English classroom notes are related to their academic performance; second, the high score group. What is the difference between middle and low groups in taking notes in English? then, this paper uses descriptive statistics, correlation analysis and univariate variance analysis, combining constructivism theory with meaningful learning theory. This paper analyzes and discusses the differences in note-taking among students at different learning levels. According to the four dimensions of the questionnaire, this paper can draw the following conclusions. Firstly, English learning achievement and students' note-taking attitude and habits are discussed. There was a lower correlation between method and review. Among them, the correlation between academic achievement and students' note-taking attitude was higher than that in other aspects. Secondly, the attitude and habit of students taking notes in low group and high score group were higher than those in other aspects. There are differences in methods and reviews. There are differences in note-taking between low and middle groups. In addition, there is no difference in note-taking between high and middle groups. Teachers should pay appropriate attention to note-taking. Students should have a positive attitude, develop good note-taking habits, master effective note-taking methods and give proper review, so that the role of note-taking can be brought into play. This paper also explains the limitations of the research, hoping to provide reference for the researchers who discuss this topic in the future.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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