百色市示范性高中和普通高中学生英语课堂参与的调查研究

发布时间：2018-04-09 20:31

本文选题：普通高中　切入点：示范性高中　出处：《广西师范大学》2017年硕士论文

【摘要】：自20世纪80年代以来,西方教育界研究课堂教学的视角逐渐从教师转向学生。Krashen的可理解输入(comprehensible input)假说和Long的互动假说理论(interaction hypothesis)的提出使学者更加重视外语课堂上的师生交互活动。因此,学生主体参与的研究一度成为一个热点问题。学生参与是课堂教学的关键,积极主动的课堂参与是高中生有效学习英语的必要条件。本研究专门对百色市示范性高中和普通高中学生英语课堂参与现状进行调查并分析两者的差异性,以期为提高百色地区高中英语教学的有效性提供一些有效的、科学的建议。本研究以社会建构主义、交互理论为基础,以问卷调查、课堂观察和访谈为研究手段对百色市高二年级的533名学生进行调查研究。高中生英语课堂参与问卷分两个模块,第一个模块是在孔企平(2003)的行为参与问卷、认知参与问卷和情感参与问卷的基础上修改而成,包括三个部分、九个维度,即行为参与部分(专心上课及深入钻研)、认知参与部分(低层次策略、高层次策略和依赖他人)以及情感参与部分(快乐感、成就感、焦虑和厌倦);第二个模块是在参考白金艳自我报告的基础上修改而成的。本研究关注三个问题:(1)百色市高中生英语课堂参与现状;(2)百色市普通高中与示范性高中学生英语课堂参与差异性;(2)影响百色市高中生英语课堂参与的因素。研究结果表明:(1)百色市高中生英语课堂参与总体现状良好;(2)百色市普通高中与示范性高中学生英语课堂参与在行为参与、认知参与和情感参与方面存在显著的差异性,并且示范性高中学生的英语课堂参与水平优于普通高中学生;(3)影响百色市高中生英语课堂参与的因素主要包括学生层次(性格、自身的英语水平、对英语感兴趣程度及对英语学习的自信心)、教师层次(老师的课堂设计、教学内容、教学方法及期望)以及环境层次(客观环境与主观环境)。根据研究结果,为了有力度地提升百色市高中生英语课堂参与度,作者从两个层面提出了科学合理的建议。就教师来说:树立学生主体意识;设计灵活、有意义的教学内容,正确运用教学方法,加强对学生有效的英语学习策略的培训,更加注重形成性评估,为学生提供更多参与机会,注重形成积极的课堂氛围。就学生而言,培养英语学习的兴趣及自信心,提升英语水平。
[Abstract]:Since the 1980s,From the perspective of teachers to students' comprehensible input hypothesis and Long's interaction hypothesis, the western educational circles' view of classroom teaching has made scholars pay more attention to teacher-student interaction in foreign language classes.Therefore, the research of student main body participation once became a hot issue.Student participation is the key to classroom teaching. Active classroom participation is a necessary condition for high school students to learn English effectively.This study investigates the present situation of English classroom participation of model senior high school students and ordinary senior high school students in Baise City and analyzes their differences in order to provide some effective and scientific suggestions for improving the effectiveness of English teaching in senior high schools in Baise area.Based on social constructivism and interaction theory, 533 senior high school students in Baise city were investigated by questionnaire, classroom observation and interview.The English classroom participation questionnaire of senior high school students is divided into two modules. The first module is based on the behavior participation questionnaire, the cognitive participation questionnaire and the emotional participation questionnaire, which includes three parts and nine dimensions.That is, behavioral participation (concentration in class and deep study), cognitive participation (low level strategy, high level strategy and dependence on others) and emotional participation (happiness, sense of achievement).Anxiety and boredom; the second module was modified by reference to the platinum self-report.This study focuses on three questions: 1) the current situation of high school students' English classroom participation in Baise City (2) the differences between ordinary senior high school students and model high school students' English classroom participation in Baise City and 2) the factors that affect the English classroom participation of senior high school students in Baise City.The results show that there are significant differences in behavior participation, cognitive participation and emotional participation between ordinary senior high school students and model senior high school students in Baise City.Moreover, the English classroom participation level of model senior high school students is better than that of ordinary senior high school students. The main factors that affect the English classroom participation of senior high school students in Baise City include students' level (personality, their own English proficiency).Degree of interest in English and confidence in English learning, teacher level (teacher's classroom design, teaching content, teaching method and expectation) and environmental level (objective and subjective environment).According to the results, in order to enhance the participation of senior high school students in Baise City, the author puts forward scientific and reasonable suggestions from two aspects.As far as teachers are concerned, they should set up students' subjective consciousness, design flexible and meaningful teaching contents, apply teaching methods correctly, strengthen the training of effective English learning strategies for students, and pay more attention to formative evaluation.To provide more opportunities for students to participate, pay attention to the formation of a positive classroom atmosphere.As far as students are concerned, they should develop their interest and self-confidence in English learning and improve their English proficiency.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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