高中英语课堂师生关系与学习动机的相关性研究
发布时间：2018-11-19 08:31
【摘要】：师生关系是教育活动中最基本,也是最重要的人际关系系统。许多研究表明,师生关系的状况在很大程度上影响着学生的学习动机和考试成绩等诸多方面。本研究旨在调查目前高中英语课程改革背景下高中英语教学中学生所感知的师生关系和英语学习动机的现状,以及两者分别有无性别和年级上的差异,并探究师生关系与学习动机两者的相关性及其相关的特点。本研究以伍贝斯和布雷克尔曼斯的教师人际交往模型和比格斯的学生学习方式理论为理论基础,采用分层抽样的方法选取了135名来自三个不同年级的高中学生作为研究对象,然后通过问卷调查的方法调查目前高中生与英语教师之间的师生关系以及英语学习动机的现状,并利用SPSS20.0统计学软件中的独立样本T检验和方差分析法来检验两者是否分别具有性别和年级上的差异,最后再采取相关性检验法来检测师生关系与学习动机两者的相关性及其相关的特点。研究结果显示高中学生与英语教师之间的师生关系普遍呈现出良好积极的状态,而高中生的英语学习动机却更多地表现为浅层动机,这表明大部分学生仍然仅仅只是为了通过考试或完成任务而学习。差异性检验的结果表明师生关系和英语学习动机两者分别在年级上存在显著差异,无性别上的显著差异。此外,高中生与英语教师间的师生关系和英语学习动机之间存在着显著相关,其中指导型的师生人际类型与浅层动机,亲密型的师生人际类型与深层动机之间存在着显著正相关。然而,压制型的师生人际类型则与深层动机之间存在着显著负相关,容忍型的师生人际类型与学习动机之间无相关特点。因此构建高中英语课堂和谐的师生关系对提高学生的英语学习动机,提升学习热情,促进高中英语课程改革具有一定的理论和现实意义。
[Abstract]:The relationship between teachers and students is the most basic and important interpersonal relationship system in educational activities. Many studies show that the relationship between teachers and students affects students' learning motivation and test scores to a great extent. The purpose of this study is to investigate the current situation of teacher-student relationship and English learning motivation perceived by high school English teaching students under the background of high school English curriculum reform, and whether there are gender and grade differences between them. And explore the relationship between teacher-student relationship and learning motivation and related characteristics. Based on the interpersonal interaction model of teachers and Biggs' learning style theory, 135 senior high school students from three different grades were selected by stratified sampling. Then the present situation of teacher-student relationship and English learning motivation between senior high school students and English teachers is investigated by means of a questionnaire survey. The independent sample T test and variance analysis method in SPSS20.0 statistical software were used to test whether the two had gender and grade differences, respectively. Finally, the correlation test method is adopted to test the correlation between teacher-student relationship and learning motivation. The results show that the teacher-student relationship between senior high school students and English teachers is generally positive, while that of senior high school students is more superficial. This shows that most students still study just to pass the exam or finish the task. The results of differences test show that there are significant differences in the grades of teacher-student relationship and English learning motivation, but there is no significant difference in gender. In addition, there is a significant correlation between teacher-student relationship and English learning motivation between senior high school students and English teachers. There is a significant positive correlation between the interpersonal types of intimate teachers and students and deep motivation. However, there is a significant negative correlation between the interpersonal types of oppressive teachers and students and deep motivation, while there is no correlation between the interpersonal types of tolerant teachers and students and learning motivation. Therefore, it is of theoretical and practical significance to construct a harmonious teacher-student relationship in senior high school English classroom to improve students' motivation, enthusiasm and reform of English curriculum.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2341710
[Abstract]:The relationship between teachers and students is the most basic and important interpersonal relationship system in educational activities. Many studies show that the relationship between teachers and students affects students' learning motivation and test scores to a great extent. The purpose of this study is to investigate the current situation of teacher-student relationship and English learning motivation perceived by high school English teaching students under the background of high school English curriculum reform, and whether there are gender and grade differences between them. And explore the relationship between teacher-student relationship and learning motivation and related characteristics. Based on the interpersonal interaction model of teachers and Biggs' learning style theory, 135 senior high school students from three different grades were selected by stratified sampling. Then the present situation of teacher-student relationship and English learning motivation between senior high school students and English teachers is investigated by means of a questionnaire survey. The independent sample T test and variance analysis method in SPSS20.0 statistical software were used to test whether the two had gender and grade differences, respectively. Finally, the correlation test method is adopted to test the correlation between teacher-student relationship and learning motivation. The results show that the teacher-student relationship between senior high school students and English teachers is generally positive, while that of senior high school students is more superficial. This shows that most students still study just to pass the exam or finish the task. The results of differences test show that there are significant differences in the grades of teacher-student relationship and English learning motivation, but there is no significant difference in gender. In addition, there is a significant correlation between teacher-student relationship and English learning motivation between senior high school students and English teachers. There is a significant positive correlation between the interpersonal types of intimate teachers and students and deep motivation. However, there is a significant negative correlation between the interpersonal types of oppressive teachers and students and deep motivation, while there is no correlation between the interpersonal types of tolerant teachers and students and learning motivation. Therefore, it is of theoretical and practical significance to construct a harmonious teacher-student relationship in senior high school English classroom to improve students' motivation, enthusiasm and reform of English curriculum.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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