临汾市第一中学高中英语学困生调查研究

发布时间：2018-06-02 04:44

本文选题：英语学困生 + 学困生成因　；参考：《山西师范大学》2017年硕士论文

【摘要】：随着中国经济不断发展以及改革开放的不断深入,扩大国际交往与合作已经成为经济发展的必然趋势。这既为我们提供了前所未有的机遇,也带来了艰难的挑战。随着中国与世界在政治、经济、文化等方面的交流日益丰富和多元化,语言交流成为了我们面临的首要问题。同时,这一问题的出现也对我国外语人才种类和质量提出了更高的要求。在这一背景下,掌握国际通用语言——英语显得尤为重要。然而,由于缺乏交流的语言环境以及系统语言学习环境,造成了在高中阶段普遍存在的“学困生”的局面。它阻碍着学生的进步,制约着教育的效率,困扰着各国教育的发展。此外,学困生也间接地产生了一些社会问题。因此自上世纪以来,国内外研究者就从不同角度对学困生进行分类,研究学困生的成因,以及不断尝试总结出了许多经验和方法也取得了不少的成果。由于英语学习日益重要,英语学困生作为一个子课题也日益受到教育界的关注与重视。但有些理论和研究成果还比较零散、不系统,有些已经不符合新课程改革的新思想、新理念。且在这些研究中对初高中英语教学的衔接以及采取有效措施帮助学困生从高一开始克服高中英语学习障碍方面系统理论较少。因此,对高一阶段英语学困生的类型、成因和转化对策的的研究势在必行。因此,本研究以国内外对学困生的研究为基础,通过问卷调查、课堂观察以及访谈等方式,对普通高中高一年级英语进行了调查和研究,通过分析调查结果,找出了英语学困生的成因,并将他们分类。最后根据学困生的不同类型,针对性地寻求行之有效的帮助高中英语学困生转化的途径。事实上,英语学困生是那些在获得英语知识上有困难的学生,而我们不应该把它们称之为后进生。他们在英语学习上的困难不是在精神上有障碍,而是在新旧知识的连接上有了断层。英语学困生的成因应该有内因外因之分,不同的学困生在英语课堂上还有不同的表现。这些情况作者都会加入笔记。
[Abstract]:With the continuous development of China's economy and the deepening of reform and opening up, expanding international exchanges and cooperation has become an inevitable trend of economic development. This provides us with unprecedented opportunities as well as difficult challenges. With the increasingly rich and diversified exchanges between China and the world in politics, economy, culture and so on, language exchange has become the most important problem we face. At the same time, the emergence of this problem also puts forward higher requirements for the types and quality of foreign language talents in China. In this context, it is particularly important to master the international common language-English. However, due to the lack of communication language environment and systematic language learning environment, there is a general situation of "learning difficulties" in senior high school. It hinders the progress of students, restricts the efficiency of education and puzzles the development of education all over the world. In addition, students with learning difficulties also indirectly produced some social problems. Since the last century, researchers at home and abroad have classified students with learning difficulties from different angles, studied the causes of students with learning difficulties, and tried to sum up many experiences and methods. Due to the increasing importance of English learning, students with English learning difficulties have been paid more and more attention to as a sub-topic. However, some theories and research results are still scattered, not systematic, and some have not accord with the new ideas and new ideas of the new curriculum reform. In these studies, there are few systematic theories on the cohesion of English teaching in junior high school and the effective measures to help students with learning difficulties overcome the obstacles of English learning in senior high school from the first year of senior high school. Therefore, it is imperative to study the types, causes and countermeasures of English learning difficulties in Senior one. Therefore, based on the domestic and foreign research on the students with learning difficulties, the present study investigates and studies the English of the first year of senior high school by means of questionnaire, classroom observation and interviews, and analyzes the results of the investigation. Find out the causes of English learning difficulties, and classify them. Finally, according to the different types of students with learning difficulties, we seek effective ways to help the students with English learning difficulties in senior high school. In fact, students with English learning difficulties are those who have difficulties in acquiring English knowledge, and we should not call them underachievers. Their difficulty in learning English is not a mental obstacle, but a gap in the connection between old and new knowledge. There should be internal and external causes for the students with English learning difficulties, and different students with learning difficulties have different performances in the English classroom. In these cases, the author adds notes.
【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

【参考文献】