内初班与本地班在初中英语课堂教学中参与状况

发布时间：2018-04-02 12:09

本文选题：学生参与　切入点：行为参与　出处：《石河子大学》2017年硕士论文

【摘要】：自2003年《关于在乌鲁木齐市等八个城市开办新疆区内初中班的通知》和《新疆维吾尔自治区开办区内初中班实施意见(试行)》政策颁布以来,新疆内初中班(简称内初班)的教学模式、管理方式等日渐规范,形成了浓厚的民族特色、民族文化和学习风采,与本地班学生的学习状况相比,呈现出不同的学习特色。鉴于此,本研究运用课堂观察、问卷调查以及访谈等方法探究在英语课堂教学中内初班与本地班学生课堂参与状况。研究结果如下:首先,内初班与本地班学生课堂参与状况。在行为参与方面,内初班与本地班的专心和钻研均处于中偏高的程度,无明显差异,内初班与本地班学生参与的整体状况较好;在认知参与方面,内初班与本地班的浅层次和深层次均处于中偏高程度,依赖他人方面均处于中等程度,内初班浅层次策略和深层次策略均值均高于本地班,内初班依赖他人策略均值低于本地班,内初班与本地班在浅层次、深层次和依赖他人策略上均存在显著差异;在情感参与方面,内初班与本地班快乐感和成就感均处于中偏高程度,焦虑感处于中等程度,厌倦感处于中偏低程度,内初班与本地班在快乐感、焦虑感和厌倦感方面无明显差异,在成就感方面,内初班均值高于本地班,并存在显著差异。其次,研究发现影响内初班与本地班学生课堂参与存在差异的主要因素来自以下三个方面,即文化背景因素、学生因素和教师因素。在文化背景方面,儒家文化、面子观念、以及学习习惯等对学生的课堂参与影响较大;在学生因素方面,主要体现在学生行为参与、认知参与和情感参与;在教师方面,忽视学生课前预习环节和不善于利用学生已有的知识经验对学生的课堂参与影响较大。最后,针对上述三个方面的影响因素,本研究提出相应对策与建议。在文化背景方面,教师应创设开放、和谐的课堂文化环境,同时教师应均等获奖机会;在学生方面,本地班学生需要进一步明确学习目标,学生应建立正确的成败归因观;在教师方面提出教师应挖掘学生课前预习的价值、激发学生已有的知识经验和正确应对课堂参与的沉默现象和学生学习兴趣的培养。总之,本研究对新疆内初班与本地班学生课堂参与状况的深入探讨与分析,对基础教育阶段教师的教学与管理、英语学科的理论研究者均有一定的启示作用,同时能够在一定层面上丰富英语课堂教学中学生参与的研究成果及英语课堂教学的相关理论,并且为初中英语教学法及英语教学模式的研究提供参照和背景。
[Abstract]:Since 2003, the notice on the opening of Junior Middle School classes in Xinjiang in eight cities, including Urumqi, and the "opinions on the implementation of Junior Middle School classes in Xinjiang Uygur Autonomous region (for trial implementation)" have been promulgated.The teaching mode and management style of the junior middle school class in Xinjiang are becoming more and more standardized, forming strong national characteristics, national culture and learning style, and showing different learning characteristics compared with the study situation of the local students.In view of this, the present study uses classroom observation, questionnaire and interviews to explore the situation of students' participation in English classroom teaching.In terms of behavior participation, the concentration and research of the first class and the local class were on the high side, and there was no significant difference. The students of the first class and the local class had better overall participation; in the aspect of cognitive participation, there was no significant difference between the two classes.The shallow and deep level of the first class and the local class were both on the middle and high level, and the dependence on others was in the middle degree. The average value of the shallow and deep level strategy of the first class was higher than that of the local class, and the average value of the first class was higher than that of the local class.The mean value of first class dependency strategy was lower than that of local class, and there were significant differences between the first class and local class on the low level, deep level and dependent others strategy, and on emotional participation, there were significant differences between the first class and the local class in terms of emotional participation.There was no significant difference between the first class and the local class in the sense of happiness, anxiety and boredom, but there was no significant difference in the sense of happiness, anxiety and boredom between the first class and the local class.In terms of sense of achievement, the average value of the first class was higher than that of the local class, and there were significant differences.Secondly, it is found that the main factors influencing the students' participation in class are the following three factors: cultural background, students and teachers.In terms of cultural background, Confucian culture, face concept and study habits have a great influence on students' participation in class; in the aspect of students' factors, they are mainly reflected in students' participation in behavior, cognition and emotion, and in teachers,Neglecting students' preview before class and not being good at making use of students' existing knowledge and experience have a great influence on students' participation in class.Finally, in view of the above three influencing factors, this study puts forward the corresponding countermeasures and suggestions.In terms of cultural background, teachers should create an open and harmonious classroom cultural environment, and teachers should have equal opportunities to win prizes. In terms of students, students in local classes need to further clarify their learning goals, and students should establish a correct view of attribution of success or failure.In terms of teachers, teachers should excavate the value of students' pre-study before class, stimulate students' existing knowledge and experience, and correctly deal with the silence phenomenon of classroom participation and the cultivation of students' interest in learning.In a word, this study has some enlightening effects on the teachers' teaching and management in the basic education stage, and the theoretical researchers of English subjects, as well as the in-depth discussion and analysis of the students' classroom participation in the first class and the local class in Xinjiang, as well as on the teaching and management of the teachers in the basic education stage.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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