小学英语学习困难学生教育干预研究

发布时间：2018-06-29 05:23

本文选题：小学生 + 英语学习困难　；参考：《新疆师范大学》2017年硕士论文

【摘要】：教育的本质就是潜能的激发,促进人的自我实现。本研究目的是针对英语学习困难学生的原因进行干预,帮助他们解决英语学习过程中存在的问题。通过在小学英语课堂观察、访谈任课英语教师、问卷测试等不同方式确定小学英语学习困难学生个案。从不同角度分析学习困难因素,遵循教育规律,制定出一套干预方案。帮助个案学生克服英语学习困难,唤醒英语学习热情,学会学习,体验自我成就感,自尊感,建立良好的同伴关系。本研究采用行动研究,通过课堂观察、教师访谈、家长电话访谈、学生完成自测量表、参考学校的过程性评价和终结性评价在不同的学校选取两名个案进行英语学习困难的干预研究。通过综合分析制作干预方案,进而开始实施。一位干预个案是A校六年级学生甲,笔者运用词汇习得法理论和语音学习理论对他进行单词习得的语言知识的干预。另一位干预个案是B校学生乙,笔者运用教师的专业情意和教师的共情能力对学生乙进行学习习惯方面主要是听课和作业学习习惯的干预,以及情感态度方面主要是自信心和意志力方面的干预。笔者在两所学校分别进行了近一个月的研究中,在实施过程中进行监控和反思,及时调整干预方式,最后通过学生自评、家长教师班主任、同伴的评价得出干预效果的结论。学生甲在课堂上表现积极自信、听写正确率达到90%,学会自学。学生乙听课习惯养成、能按时完成作业、穿戴整洁以及同学关系融洽。研究者认为,基于中小学普遍大班额教学的现状,由于学校的教师配备人员有限,教师的精力时间有限,在每个班级中都会有一些学习困难学生被忽视。他们的问题因人而异,如果教师能够努力关注到他们及早发现他们的问题,协同其他任课教师和家长一起进行管理,那么这些孩子在小学阶段就能更好地感受学习者的尊严和学校环境以及教师的关爱和关怀,均等地享受教育资源。
[Abstract]:The essence of education is to stimulate potential and promote self-realization. The aim of this study is to help students with English learning difficulties to solve their problems. The students with English learning difficulties in primary school were investigated in different ways, such as interview with English teachers, questionnaire test and so on. This paper analyzes the factors of learning difficulties from different angles, follows the law of education, and formulates a set of intervention plan. To help individual students overcome English learning difficulties, awaken English learning enthusiasm, learn to learn, experience a sense of self-achievement, self-esteem, and establish a good peer relationship. This study adopts action research, through classroom observation, teacher interviews, parents telephone interviews, students completed self-test scale, Referring to the process evaluation and summative evaluation of schools, two cases were selected from different schools to carry out an intervention study on English learning difficulties. Through comprehensive analysis to make intervention program, and then began to implement. One intervention case is Grade A student A. The author uses vocabulary acquisition theory and phonetic learning theory to intervene his language knowledge of word acquisition. Another intervention case is student B of School B. The author uses teachers' professional feelings and teachers' empathy ability to carry out study habits of students B, which are mainly the intervention of listening to classes and homework learning habits. And emotional attitude is mainly self-confidence and willpower intervention. In the study of two schools for nearly a month, the author monitored and introspected in the process of implementation, adjusted the intervention mode in time, and finally reached the conclusion of the intervention effect through the self-evaluation of students, the evaluation of parents and teachers in charge of the class, and the evaluation of peers. Student A shows positive self-confidence in class, dictation accuracy rate reaches 90, learn self-study. Student B to develop the habit of class, on time to complete their homework, dressed neatly and harmonious relationship with students. The researchers believe that based on the current situation of large class teaching in primary and secondary schools, some students with learning difficulties will be neglected in each class because of the limited staffing of teachers and the limited time of teachers. Their problems vary from person to person, and if teachers can try to focus on their early detection of their problems and work with other teachers and parents to manage them, Then these children in primary school can better feel the dignity of learners and school environment as well as teachers care and care equal access to educational resources.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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