错误管理在高中英语测验中的调查研究

发布时间：2018-05-20 01:04

本文选题：错误 + 错误管理　；参考：《山西师范大学》2017年硕士论文

【摘要】：错误是指学生在平时的学习中出现的知识漏洞。在英语学习中,每个学习者难免会犯错,甚至一些学习者经常出现“一错再错”的现象。错误反映了学习者知识理解的偏差,所以对错误进行管理是很有必要的。错误管理是一个自我建构和自我监控的过程,在这个过程中,学生收集和整理学习中的错误,并分析造成错误的原因,挖掘其隐性知识,弥补知识上的缺陷,从而内化知识,构建新的知识体系。有效地管理错误能够帮助学习者完善自己的知识体系,进而提高英语成绩。本文以山西省五所普通高中的高二年级学生为研究对象,采用问卷调查法、样本分析法和访谈法对高中生英语学习中的错误管理现状进行了调查研究。研究的主要问题是:1、当前高中生英语学习中,对错误和错误管理的态度和观念如何?2、当前高中生英语学习中,对错误管理采用的策略有哪些?3、高中生英语错误管理的行为是什么?研究问卷的数据通过SPSS统计软件进行处理,数据主要从三个角度进行分析:对错误和错误管理的态度、对错误和错误管理的观念和错误管理的策略。通过对错题笔记的收集和访谈来调查学生的错误管理行为。通过分析,结果表明:高中生普遍对错误不排斥,已经了解到了错误的价值,明白错误反映了自己知识的缺陷,但学生们还没有意识到错误管理的价值;学优生、中等生与学困生在错误管理的态度和观念上存在着显著性的差异,学优生对处理错误具有较强的自我效能感,更加注重解决自己的错误,对尚未解决的错误更加难以容忍;男女生在错误管理态度和观念上也存在着显著性差异,女生明显表现优于男生。高中生普遍缺乏系统有效的错误管理策略,同时对错误管理的策略的使用也比较单一,没有对错误进行分类与反思以及对错误二次学习的习惯;学优生、中等生与学困生之间在错误管理策略方面存在着显著性差异,学优生在策略使用的数量、质量与实效方面普遍优于其他学生,但在分类与纠错方面,这三类学生不存在显著性差异;男女生在错误管理策略上也存在着显著性差异,女生能较好地进行自我监控、自我评价,表现优于男生。对于错误管理的行为,主要有五种现象:首先,大多数学生更愿意花费时间去做新题,而不愿意花费时间分析错误,甚至有些学生表示他们根本没有时间去收集错误;其次,大多数有错题笔记本的学生,也仅仅是记录错误,不对错误进行分类,不记录错误的原因以及他们的个人反思;另外,他们也几乎不与其他学生分享他们的错题笔记,也很少会定期复习他们的错误;同时,大多数学生都知道如何去收集单项选择的错误,但对于完型填空、阅读、改错和写作的错误,学生们普遍比较疑惑;另外,中等生的错题笔记最为整齐,但他们对错误的回看率并不高,有些优等生虽然记录杂乱,但他们的逻辑性性较强,错题笔记带来的实效性较高;女生的记笔记习惯较好,部分同学有错误分区,还有独特标记,男生笔记缩略性记录较多,记录相对于女生来说较乱。根据研究结果,为学生提供了一些具体的错误管理策略,为老师提供了一些具体的活动来帮助学生树立良好的错误管理观念,同时一些定期的检查和反馈也是必不可少的。
[Abstract]:Error refers to the knowledge loopholes that students appear in their daily learning. In English learning, every learner is unavoidable to make mistakes. Even some learners often appear "wrong". Errors reflect the deviation of the learners' knowledge understanding, so it is necessary to manage the errors. Error management is a self construction. In the process of self monitoring, students collect and collate errors in learning, analyze the causes of errors, dig out their tacit knowledge, make up for the defects in knowledge, internalize knowledge and build a new knowledge system. Effective management of errors can help the learners to improve their knowledge system and then improve their English. This paper, taking the senior sophomores of five senior high schools in Shanxi Province as the research object, investigates the current situation of error management in high school students' English learning by questionnaire, sample analysis and interview. The main problems are as follows: 1, the attitude and concept of error and error management in the current high school students' English learning. What? 2, what are the strategies for error management in high school students' English learning? 3, what are the behaviors of high school students' English error management? The data of the questionnaire are processed through SPSS statistical software, and the data are mainly analyzed from three angles: attitude to error and error management, ideas and errors in error and error management Through the analysis, the results show that the high school students are generally not excluded from the mistakes, have already understood the value of the error, and that the mistakes reflect the defects of their own knowledge, but the students have not yet realized the value of the wrong management; There are significant differences in attitudes and concepts between students and students with learning difficulties. The students have a strong sense of self-efficacy in dealing with errors, more emphasis on solving their own mistakes and more intolerance of the unsolved errors; there are also significant differences in the attitude and concept of mismanagement between male and female students. It is superior to male students. High school students generally lack systematic and effective error management strategies, and the use of wrong management strategies is relatively simple. There is no classification and Reflection on errors and the habit of error two learning. The number, quality and effectiveness of the strategy are generally superior to those of other students, but there is no significant difference between the three types of students in the classification and error correction; there are also significant differences in the wrong management strategies for male and female students. There are five kinds of phenomena: first, most students prefer to spend time doing new questions, rather than taking time to analyze mistakes, and even some students say they have no time to collect mistakes; secondly, most of the students with misplaced notebooks are just recording errors, classifying mistakes and not making mistakes. And their personal reflection; in addition, they do not share their wrong notes with other students, and rarely review their mistakes regularly; at the same time, most students know how to collect single choice mistakes, but students are generally confused about filling in the blanks, reading, correcting and writing; in addition, middle school students. The wrong notes are the most tidy, but they are not very high in the rate of mistake, some of the best students, although they record a lot of confusion, but their logicality is stronger, the effectiveness of the note taking is higher, the writing habits of the girls are better, some of the students have erroneous zoning, and there are some special marks, and the records of boys' notes abbreviated are more, record relative records relative to them. Girls are disorderly. According to the results, some specific error management strategies are provided for the students, and some specific activities are provided for the teachers to help students to set up a good concept of error management, while some regular checks and feedback are also essential.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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