高职学生学习策略和性格对学习成绩的影响研究

发布时间：2018-04-25 06:01

本文选题：高职高专学生 + 性格　；参考：《闽南师范大学》2017年硕士论文

【摘要】：高职学生普遍存在英语基础较差,学习积极性不高,学习效率低下,如何有效提高高职学生英语学习成绩仍是高等职业教育的一个难点。在影响学习成绩的因素中,学生的性格倾向和学习策略的使用引起众多学者的关注。以往的研究主要针对影响学习成绩的一个因素进行分析,将两个因素结合起来进行三者间关系的实证研究甚少,且研究对象大多是高中生和本科生。因此,研究和探讨高职学生学习策略和性格对英语学习成绩的影响,存在一定的必要性。本研究采用艾森克内外向性格问卷、Oxford学习策略量表和全国高校英语应用能力B级考试的成绩,对福建林业职业技术学院的105名大一新生进行研究调查。然后将获得的数据输入SPSS中,并用描述性统计、相关性分析和回归方程进行统计分析。研究首先分析学生性格分布情况、使用学习策略频率以及英语学习成绩情况。其次分析了学习成绩、学习策略和性格之间的相关性。再次探究不同性格使用六类学习策略时,哪些是影响学习成绩的重要因素。本研究发现:1.在全体受试高职生中,性格中间型的学生最多,且外向型多于内向型;在Oxford提出的学习策略6个维度中,学生学习策略平均使用频率处于中等水平,其中运用频率最高的是补偿策略,运用频率最低的是记忆策略;高职学生的英语平均成绩较低,学生间的成绩差距较大。2.受试高职学生的性格内外倾向与学习成绩无显著相关性;性格内外倾向与认知策略、补偿策略和元认知策略之间无显著相关性,但与记忆策略、情感策略和社交策略使用频率呈显著正相关,且性格越外向,记忆策略、情感策略和社交策略使用频率越高;学习策略6个维度均与英语成绩呈显著正相关。3.不论何种性格倾向,影响英语成绩最主要的因素是元认知策略,对英语成绩具有显著预测力。对内向型学生而言,社交策略是影响英语成绩的次要因素;对中间型学生而言,认知策略是影响英语成绩的次要因素;对外向型学生而言,记忆策略是影响英语成绩的次要因素。本文通过研究高职学生学习策略和性格对英语学习成绩的影响,对今后的教学提供一定的参考价值和建议。教师教授过程中,应当注重发挥元认知策略的核心作用,针对不同性格类型的学生采取不同的教学方法,激发他们的学习动机,提高他们学习的积极性。由于受研究者水平和教学实践的限制,本研究还存在不足。性格和学习策略对学习成绩的影响不止一个方面,今后应致力于相关因素研究和对比,建立优质评价方案。
[Abstract]:Higher vocational students generally have poor English foundation, low learning enthusiasm and low learning efficiency. It is still a difficult point for higher vocational education to improve their English learning achievement effectively. Among the factors affecting academic achievement, students' personality tendency and use of learning strategies have attracted the attention of many scholars. Previous studies mainly focus on the analysis of a factor affecting learning achievement. There are few empirical studies on the relationship between the two factors combined, and most of the research objects are high school students and undergraduate students. Therefore, it is necessary to study and explore the influence of students' learning strategies and personality on English learning achievement. In this study 105 freshmen in Fujian Forestry Vocational and Technical College were investigated by using the Eysenck introversion personality questionnaire Oxford Learning Strategy scale and the scores of the National College English proficiency Test (CET-B). Then the obtained data are input into SPSS and analyzed by descriptive statistics, correlation analysis and regression equation. The study first analyzed the distribution of students' personality, the frequency of using learning strategies and their English learning achievements. Secondly, the correlation between learning achievement, learning strategy and personality is analyzed. Again, explore which important factors affect learning achievement when using six types of learning strategies with different personalities. This study found that 1: 1. Among all the students in higher vocational education, the middle type students were the most, and extroverted students were more introverted than introverted students. In the six dimensions of learning strategies proposed by Oxford, the average frequency of students' learning strategies was at the middle level. The compensation strategy is the most frequently used, and the memory strategy is the lowest. The English average scores of higher vocational college students are lower, and the difference between students' scores is large. 2. There was no significant correlation between personality internal and external tendency and learning achievement, but there was no significant correlation between personality internal and external tendency and cognitive strategy, compensation strategy and metacognitive strategy, but there was no significant correlation between personality internal and external tendency and memory strategy. Affective strategy and social strategy use frequency were significantly positive correlation, and the more extroverted personality, memory strategy, affective strategy and social strategy use frequency, learning strategy 6 dimensions were significantly positive correlation with English achievement. 3. Metacognitive strategy is the most important factor influencing English achievement, which can predict English achievement significantly. For introverted students, social strategies are the secondary factors influencing English achievement; for intermediate students, cognitive strategies are secondary factors for English achievement; for extroverted students, they are secondary factors. Memory strategy is a secondary factor affecting English achievement. By studying the influence of students' learning strategies and personality on English learning achievement, this paper provides some reference value and suggestions for future teaching. In the process of teaching teachers should pay attention to the central role of metacognitive strategies and adopt different teaching methods for students of different personality types to stimulate their learning motivation and improve their enthusiasm for learning. Because of the limitation of the researcher's level and teaching practice, this research still has the insufficiency. The influence of personality and learning strategies on learning achievement is more than one aspect. In the future, we should focus on the study and comparison of relevant factors and establish a high-quality evaluation scheme.
【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】：H319

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