高中生英语课堂环境感知与英语学习策略相关性研究

发布时间：2018-03-11 15:09

本文选题：高中生　切入点：英语课堂环境感知　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：发展学生学习策略进而提高学生自主学习能力是高中英语课程标准的基本理念之一,而由于英语课堂是学生习得英语学习策略的重要场所之一,因此研究英语课堂环境对于培养高中生的英语学习策略具有重要意义。鉴于国内对于英语课堂环境与英语学习策略相关性的实证研究较为缺乏,为了发现高中生英语课堂环境感知与其英语学习策略的总体情况以及它们的相关性,本研究以调查问卷的方式对漳州市某中学高一年段的185名学生的英语课堂环境感知情况和英语学习策略进行了调查。本研究设置了三个问题:(1)高中生的课堂环境感知状况如何?(2)高中生的学习策略状况如何?(3)高中生的课堂感知与学习策略具有什么样的相关性?笔者通过SPSS对调查结果进行描述性统计和t检验后显示,在英语课堂环境中,高中生的学生自主、学生亲和、教师支持得分较高,但是他们的任务取向、课堂秩序、课堂参与和学生合作得分较低;同时高中生的英语学习策略总体表现不理想,其中认知策略和资源策略得分处于中低水平,这与他们在课堂上缺乏有效的练习活动有关。运用双变量相关分析后发现高中生的课堂环境感知与其英语学习策略具有中高度的显著正相关,达到0.761。针对高中生在英语课堂环境感知和学习策略方面存在的问题,本研究提出了以下4个教学建议:首先,教师应尊重学生在课堂中的主体地位,构建自主、平等、有序的课堂环境,不仅要赋予学生学习的自主性,也要制定课堂规则,使课堂教学高效有序;第二,教师应合理设置课堂教学任务,使学生在完成教学任务的过程中能习得相应的学习策略;第三,教师要充分认识合作学习的优点,在课堂中积极开展学生合作学习;第四,教师要优化知识结构,提高自身的综合素质,在课堂中起到组织者、引导者的作用。本研究的创新之处在于以实证数据验证了高中生的英语课堂环境感知与其英语学习策略具有中高度显著相关,对英语课堂环境感知与英语学习策略的相关研究做出了有益补充,为今后进一步研究创造了条件。
[Abstract]:Developing students' learning strategies and improving students' autonomous learning ability is one of the basic concepts of English curriculum standards in senior high schools. English classroom is one of the most important places for students to acquire English learning strategies. Therefore, it is of great significance to study the English classroom environment for the training of senior high school students' English learning strategies. In view of the lack of empirical research on the correlation between English classroom environment and English learning strategies in China, In order to find out the general situation and correlation between English classroom environment perception and English learning strategies of senior high school students, The present study investigates 185 students' perception of English classroom environment and English learning strategies in a senior middle school in Zhangzhou City by means of a questionnaire. The present study sets up three questions: 1) how about the perception of classroom environment among senior high school students? What are the learning strategies of high school students? 3) what is the correlation between classroom perception and learning strategies of senior high school students? The results of descriptive statistics and t-test by SPSS show that in the English classroom environment, high school students' autonomy, student affinity and teachers' support score are higher, but their task orientation and classroom order are higher. The scores of classroom participation and student cooperation are low, and the overall performance of high school students' English learning strategies is not satisfactory, in which cognitive strategies and resource strategies are in the middle and low levels. This is related to their lack of effective exercise activities in class. Using bivariate correlation analysis, it is found that high school students' perception of classroom environment is significantly and positively correlated with their English learning strategies. In view of the problems existing in senior high school students' perception of English classroom environment and learning strategies, this study puts forward the following four teaching suggestions: first, teachers should respect the students' dominant position in the classroom, and construct autonomy and equality. An orderly classroom environment should not only give students the autonomy to learn, but also make classroom rules to make classroom teaching efficient and orderly. Second, teachers should set up classroom teaching tasks reasonably. Third, teachers should fully understand the advantages of cooperative learning and actively develop cooperative learning in class. 4th, teachers should optimize their knowledge structure. The innovation of this study is that the empirical data is used to verify that high school students' perception of English classroom environment is significantly related to their English learning strategies. It provides a useful supplement to the research on English classroom environment perception and English learning strategies, which will create conditions for further study.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】