农村留守儿童英语学习困难及其课堂干预的探究

发布时间：2018-04-20 10:31

本文选题：留守儿童 + 英语学习困难　；参考：《宁波大学》2017年硕士论文

【摘要】：新版人教版小学英语教材使用以来,各地开始了新的一轮教材解读和对新教材使用的反馈和分析,作为学习的主体——学生,他们中的一部分是处在农村的留守儿童们。留守儿童是当前经济发展环境下的衍生物,是一个特殊的学生群体。他们在英语学习过程中情况如何,我们能否可以通过有意识的课堂干预来帮助他们更加有效地进行语言学习?小学生英语的学习刚刚起步,作为学习英语的第二课堂——家庭,其重要性显得尤其重要和必须,它是小学生学习受到家长督促和辅助的重要场所。而这些留守儿童,他们的生活监护人年龄偏大,受教育水平普遍偏低。有的爷爷奶奶没读过书,连汉字也不认识几个。在这样的家庭环境里,孩子们在英语学习过程中会有哪些困难?作为教师,我们可以在课堂上通过怎么样的方式尽可能地促进他们的学习?本研究以留守儿童的英语学习为切入点,研究的对象是笔者班级里的留守儿童个体。本研究假设,学生个体的英语学习存在差异,以往对这些差异的研究通常是从个体的学习态度、学习能力等方面进行考虑,往往忽略学生个体之间的家庭文化所带来的影响,本研究从留守儿童与非留守儿童的差异出发,对留守儿童的英语学习困难进行研究,深入分析留守儿童英语学习困难形成的原因,试图从课堂干预层面找出具体可行的有效解决留守儿童英语学习问题的对策,帮助留守儿童改善英语学习的状况。同时,对存在类似情况学生的教师起到一定的参考和借鉴作用。笔者通过课堂观察、调查问卷、访谈等了解留守儿童的监护人与监护情况;留守儿童的生活状况和英语学习状况。其中重点在于他们的英语学习情况,包括学习动机、学习习惯、认知状态、课堂表现、情感态度和学习过程中所采取的学习策略等。基于农村留守儿童英语学习存在的困难,提出了相应的课堂干预措施和实践研究。笔者通过对留守儿童已存在的英语学习困难,通过情感干预、习惯干预、学习策略等方面的干预,探究在课堂层面切实可行的干预措施。
[Abstract]:Since the use of the new edition of English teaching materials for primary schools, a new round of reading and feedback and analysis on the use of new textbooks has begun. As the main body of learning-students, some of them are left-behind children in rural areas. Children left behind are derivatives of the current economic development environment and a special group of students. What is their situation in the process of learning English? can we help them to carry out language learning more effectively through conscious classroom intervention? Pupils' English learning has just started, as the second classroom of learning English-family, its importance is particularly important and necessary, it is an important place for primary school students to be supervised and assisted by their parents. And these left-behind children, their life guardian age is too old, the education level is generally on the low side. Some grandparents have not read books, even Chinese characters do not recognize several. In such a family environment, what difficulties will children have in learning English? As teachers, how can we promote their learning as much as possible in the classroom? This study focuses on Left-behind Children's English learning, and the object of this study is Left-behind Children in my class. This study assumes that there are differences in individual English learning. Previous studies on these differences were usually based on individual learning attitudes and learning abilities, often ignoring the impact of family culture among individual students. Based on the differences between left-behind children and non-left-behind children, this study studies the English learning difficulties of left-behind children, and analyzes the causes of English learning difficulties of left-behind children. This paper attempts to find out concrete and feasible countermeasures to solve the problem of left-behind children's English learning from the classroom intervention level and to help left-behind children to improve their English learning situation. At the same time, the existence of similar situation of students teachers play a certain reference and reference role. Through classroom observation, questionnaire, interview and so on, the author understands the guardianship and guardianship of left-behind children, the living conditions and English learning of left-behind children. The emphasis is on their English learning, including learning motivation, learning habits, cognitive state, classroom performance, emotional attitude and learning strategies. Based on the difficulties of rural left-behind children in English learning, this paper puts forward the corresponding classroom intervention measures and practical research. The author explores practical intervention measures at the classroom level through the intervention of affective intervention, habit intervention, learning strategy and so on, on the existing English learning difficulties of left-behind children.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】