农村初中生英语学习障碍研究

发布时间：2019-01-27 16:37

【摘要】：学习障碍问题一直是医学界、心理学界和教育学界研究的课题。随着教育改革的深化和科研意识的提高,越来越多的学者致力于对该问题的研究中。纵观中国学者在英语学习障碍方面的研究,的确有不少丰硕的成果,而对农村初中生英语学习障碍的研究却为数不多。本研究以情感过滤假说、归因理论以及建构主义学习理论为支撑,笔者选取陕西省子长县李家岔中学的212名学生及4名英语教师作为研究对象,并对该校学生的英语学习情况和教师的教学情况进行调查分析,试图了解农村初中生英语学习障碍所在,分析造成英语学习障碍的原因,最后为克服这些障碍提出相应的建议。通过Excel软件对问卷的数据进行分析,结合访谈结果分析,本研究发现:农村初中生的英语学习障碍大致包括三类,即英语情感障碍、英语行为障碍和英语学科障碍。英语情感障碍主要表现为缺乏自信心和学习兴趣、学习动机片面化、学习主动性不强等;英语行为障碍的主要表现是学生缺乏良好的英语学习习惯和科学有效的学习方法;英语学科障碍主要表现为学习环境对学生的影响、英语教师对学生的影响以及学生在英语知识与技能方面存在问题。农村初中生英语学习障碍由是学生内部原因和外部原因共同造成的。其中,来自学生自身的原因主要有焦虑心理、不正确的归因方式;外部原因主要是不融洽的师生关系、父母与教师的监督和检查力度不够、缺乏良好的英语语言学习环境、师资力量欠缺、父母受教育程度较低。在上述研究的基础上,笔者有针对性地提出了帮助农村初中生克服英语学习障碍的建议。对于情感障碍,重点在帮助学生降低焦虑心理,激发学习动机,重视情感教育,以及融洽师生关系。对于英语行为障碍,关键在于培养学生养成良好的学习习惯,教师在教授知识的同时还要教授英语学习的方法和技巧。对于英语学科障碍,重点在于优化英语学习环境,提升教师专业素养,相关部门加大教育投入,重视农村学校英语教育的发展。学习障碍在农村初中生的英语学习中普遍存在,学生自己、父母、老师、学校以及教育部门应当高度重视这一问题,帮助农村初中生全面健康成长。
[Abstract]:The problem of learning disability has always been the subject of medical, psychological and educational research. With the deepening of educational reform and the improvement of scientific research consciousness, more and more scholars devote themselves to the research of this problem. There are many achievements in the study of English learning disabilities among Chinese scholars, but there are few researches on English learning disabilities in rural junior high school students. Supported by affective filtering hypothesis, attribution theory and constructivist learning theory, the author selects 212 students and 4 English teachers from Lijiacha Middle School in Zichang County, Shaanxi Province as the research objects. Through the investigation and analysis of the students' English learning situation and the teachers' teaching situation, the author tries to find out where the rural junior middle school students have English learning obstacles, analyze the causes of the English learning obstacles, and finally put forward some suggestions for overcoming these obstacles. Through the analysis of the data of the questionnaire by Excel software and the analysis of the interview results, this study finds that there are three kinds of English learning disabilities in rural junior high school students, namely, English affective disorder, English behavioral disorder and English subject barrier. The main manifestations of English affective disorder are lack of self-confidence and interest, one-sided learning motivation, weak learning initiative and so on, while the main manifestation of English behavioral disorder is the lack of good English learning habits and scientific and effective learning methods. The main obstacles in English course are the influence of learning environment on students, the influence of English teachers on students and the problems of students' knowledge and skills. Rural junior high school students' English learning disabilities are caused by both internal and external reasons. Among them, the main reasons from the students themselves are anxiety, incorrect attribution style; The main external reasons are the unharmonious teacher-student relationship, the insufficient supervision and inspection between parents and teachers, the lack of good English language learning environment, the lack of teachers, and the low level of parents' education. On the basis of the above research, the author puts forward some suggestions to help rural junior middle school students overcome their English learning disabilities. For affective disorders, emphasis is placed on helping students reduce anxiety, stimulate learning motivation, attach importance to emotional education, and harmonize teacher-student relations. For English behavioral disorders, the key lies in cultivating students to form good learning habits. Teachers should teach English learning methods and skills while teaching knowledge. For the obstacles of English, the emphasis is on optimizing the English learning environment, improving the teachers' professional quality, increasing the educational input and attaching importance to the development of English education in rural schools. Learning disabilities are common in rural junior high school students' English learning. Students themselves, parents, teachers, schools and education departments should attach great importance to this problem and help rural junior high school students to grow up in a healthy and all-round way.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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