初中英语教师亲和力现状调查研究

发布时间：2018-01-31 13:09

本文关键词： 教师亲和力学生兴趣课堂参与度　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语教师亲和力是指师生通过亲密接触而产生的情感凝聚力。这种情感力量应该是发自肺腑,体现着教师对学生的期望与关怀,蕴藏着学生对教师的信任和热爱。教师具有的亲和力越强,越能走进学生心灵,越能得到学生的尊重和爱戴。教师应该注重培育亲和力,推动自己教育教学工作的顺利实施,达到个人专业发展和教学成果显著的双丰收。为了调查初中英语教师亲和力的当前水平以及与学生学习兴趣及课堂参与度之间的关系,笔者通过问卷调查和访谈两种研究工具,对石家庄某初中八个班的460名学生以及他们的四位英语老师进行了调查研究。本研究涵括三个学生问卷和一个访谈。第一个问卷要求学生对当前初中英语教师亲和力水平做出评价。第二个问卷则是调查学生学英语的兴趣程度,包含情感学习和认知学习两部分。第三个问卷是调查学生在英语课堂上的参与程度。本研究主要回答以下问题:第一,初中英语教师亲和力的当前水平如何?第二,教师的亲和力行为是否会影响学习兴趣和课堂参与度;如果答案是肯定的,在哪些方面有具体的影响?第三,教师亲和力行为对学生兴趣的哪个方面影响最大?以及哪一类教师亲和力行为对课堂参与度起着更为重要的作用?在收集了相关的实验调查数据之后,笔者通过统计学软件SPSS对统计数据进行了分析。研究结果表明:第一,当前初中英语教师的亲和力水平相对较高。第二,初中英语教师亲和力行为与学生兴趣呈中度相关;教师的亲和力行为从管理亲和力、关系亲和力、言语亲和力、个人亲和力和非言语亲和力等方面影响学生兴趣和课堂参与度。第三,教师的关系亲和力和言语亲和力对学生兴趣课堂参与度尤为重要。最后,根据研究得出的结论,本文作者在提高教师亲和力方面提出了一些建议。教师应提高运用亲和力行为的能力以便更有效地管理课堂,更好的去支持学生,并鼓励学生积极参与课堂活动,营造一个更为和谐的课堂氛围,取得更好的学业成绩。
[Abstract]:English teachers' affinity refers to the emotional cohesion generated by close contact between teachers and students. This emotional force should be from the heart and reflect the teachers' expectations and care for students. It contains students' trust and love to teachers. The stronger the affinity of teachers, the more they can enter the students' hearts, and the more they can be respected and loved by students. Teachers should pay attention to cultivating affinity. We will promote the smooth implementation of our own education and teaching work. In order to investigate the current level of English teachers' affinity and their relationship with students' learning interest and classroom participation. The author through questionnaire and interview two kinds of research tools. An investigation was conducted on 460 students and their four English teachers in eight middle school classes in Shijiazhuang. The study included three student questionnaires and an interview. The first questionnaire asked students to teach English in their current junior middle schools. The second questionnaire was to investigate the students' interest in learning English. The third questionnaire is about the students' participation in the English classroom. This study mainly answers the following questions: first, what is the current level of English teachers' affinity in junior high school? Second, does the teacher's affinity behavior affect learning interest and classroom participation; if the answer is yes, in what specific ways? Third, which aspect of students' interest is affected most by teachers' affinity behavior? And what kind of teacher affinity behavior plays a more important role in classroom participation? After collecting the relevant experimental investigation data, the author analyzes the statistical data through the statistical software SPSS. The results show that: first. At present, the level of affinity of junior middle school English teachers is relatively high. Secondly, the affinity behavior of junior middle school English teachers is moderately related to students' interest; Teachers' affinity behavior affects students' interest and classroom participation from the aspects of management affinity, relationship affinity, verbal affinity, personal affinity and non-verbal affinity. Teachers' relationship affinity and verbal affinity are particularly important for students' interest in classroom participation. Finally, according to the conclusions of the study. The author puts forward some suggestions on how to improve teachers' affinity. Teachers should improve their ability to use affinity behavior in order to manage the classroom more effectively and support students better. Students are encouraged to actively participate in classroom activities to create a more harmonious classroom atmosphere and achieve better academic results.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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