英语专业大学生参与度对其成绩的影响

发布时间：2018-03-31 08:35

本文选题：大学生课堂参与度　切入点：英语学习成绩　出处：《深圳大学》2017年硕士论文

【摘要】：当许多中国学者致力从教师的角度探究如何构建更先进和更科学的英语教学模式以提高学生学习成绩时,国外越来越多研究表明,从学生的角度探讨如何提高教学质量相当重要。现有的研究大多证实了学生课堂参与度与成绩相关,所以学生不参与课堂是教学实践中直面的问题。本研究旨在探究学生课堂参与三维度分别如何与学习成绩相关,丰富“自我系统”理论并为更好的英语教学提供可行建议。通过在深圳大学外国语学院89名英语专业大三学生中进行问卷,课堂观察,成绩评定及访谈,本研究亦发现学生参与度与成绩之间呈显著相关,但学生参与度的三维度与成绩相关度并不一致,仅认知参与有显著正相关。其次,被采访者认为课堂参与度与成绩之间相关度不大,但认为认知参与和情感参与会影响行为参与。除此外,影响学生参与度的因素,可从教师,同伴,学生自身三方面归因。本研究结果建议教学工作者应重视学生的认知参与,同时也要创造积极关怀的外在学习环境和关注学生自我鼓励暗示内在因素以提高总体参与度。
[Abstract]:As many Chinese scholars try to find out from the teacher's point of view how to construct more advanced and scientific English teaching model to improve students' academic performance, more and more studies abroad show that,It is very important to discuss how to improve teaching quality from the point of view of students.Most of the existing studies confirm that students' participation in class is related to their achievements, so it is a direct problem in teaching practice that students do not participate in the classroom.The purpose of this study is to explore how the three dimensional degree of students' classroom participation is related to their academic achievement, enrich the theory of "self-system" and provide feasible suggestions for better English teaching.Based on the questionnaire, classroom observation, assessment and interview of 89 English major junior students from the Foreign languages School of Shenzhen University, this study also found that there was a significant correlation between student participation and achievement.However, the three-dimensional degree of student participation is not consistent with the correlation of achievement, only cognitive participation has significant positive correlation.Secondly, the interviewees thought that there was little correlation between classroom participation and achievement, but cognitive participation and emotional participation affected behavior participation.Besides, the factors influencing students' participation can be attributed from teachers, peers and students themselves.The results suggest that teachers should pay more attention to students' cognitive participation, at the same time, they should create a positive and caring learning environment and pay attention to the internal factors of students' self-encouragement in order to improve their overall participation.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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