小学英语学困生学习自我效能感教师影响因素研究

发布时间：2018-07-28 07:49

【摘要】：小学阶段英语教学成效已经开始出现“两级分化”的问题,年级越高,学生之间的差距越大。而学生学习困难的主要原因是自我效能感低。学困生自我效能感受许多因素的影响,但是教师因素是最直接的、最有效的。教师如果在日常的教学中有意识的提高学困生学习自我效能感,对他们的英语学习会产生良好的效果。本文从教师影响到因素的角度对小学英语学困生自我效能感进行调查研究。以德州市德城区的三至六年级的小学英语学困生为研究对象,进行访谈和调查。又对20名英语教师进行了访谈,从中找出对小学英语学困生学习自我效能感产生影响的教师因素有哪些,为教师更好的了解学困生的心理需求,提高英语学困生的学习自我效能感提供帮助。本研究主要由四部分组成:首先,对访谈结果和调查数据进行分析,得出教师影响小学英语学困生自我效能感的主要因素有:教师的信任、师生关系、教学方法、教师公正的态度、教师的耐心、教师的评价语、教师的专业知识、教学态度、教师的关注九个因素。其次,通过调研结果结合教学实际,分析出降低小学英语学困生自我效能感的教师影响因素主要有五个方面:教师没有树立正确的学生观;教师对学困生不信任或期望值低;教师对学困生的忽视;;教师对英语学困生缺少耐心;教师不恰当的评价语言。最后,笔者提出了教师提升小学英语学困生学习自我效能感的有效策略,包括四个方面:以德立教,以情入理;设置分层教学目标;持续创造成功体验;多用善用积极评价。
[Abstract]:The effect of English teaching in primary school has begun to be divided into two levels. The higher the grade, the bigger the gap between students. The main reason for students' learning difficulties is their low sense of self-efficacy. The self-efficacy of students with learning difficulties is affected by many factors, but the teacher factor is the most direct and effective. If teachers consciously improve the learning self-efficacy of students with learning difficulties in their daily teaching, it will have a good effect on their English learning. This paper investigates the self-efficacy of students with English learning difficulties in primary schools from the perspective of teachers' influencing factors. The students with English learning difficulties in grade 3 to 6 in Decheng District of Dezhou City were interviewed and investigated. Furthermore, 20 English teachers were interviewed to find out the teachers' factors that affect the learning self-efficacy of the students with English learning difficulties in primary schools, so as to better understand the psychological needs of the students with learning difficulties. Improve the learning self-efficacy of students with English learning difficulties. This study is mainly composed of four parts: firstly, by analyzing the interview results and the survey data, it is concluded that the main factors that affect the teachers' self-efficacy of students with English learning difficulties are: teachers' trust, teacher-student relationship, and teaching methods. Teacher's fair attitude, teacher's patience, teacher's evaluation, teacher's professional knowledge, teaching attitude and teacher's concern are nine factors. Secondly, based on the research results and teaching practice, this paper analyzes the teachers' influencing factors of reducing the self-efficacy of students with English learning difficulties in primary schools: teachers do not establish a correct view of students, teachers do not trust students with learning difficulties or have low expectations; Teachers' neglect of students with learning difficulties; teachers' lack of patience for students with English learning difficulties; teachers' inappropriate evaluation language. Finally, the author puts forward the effective strategies for teachers to improve the learning self-efficacy of the students with English learning difficulties in primary schools, including four aspects: teaching with morality, applying emotion to reason; setting up layered teaching objectives; creating successful experience continuously; and making good use of positive evaluation.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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