云南偏远少数民族地区英语学习困难学生的归因研究
发布时间：2019-04-24 01:18
【摘要】：归因研究是心理学研究的重要领域,归因研究是由美国心理学家韦纳在十九世纪七十年代提出,并于八十年代修正的一个心理学研究领域。随着我国课程改革的逐步深入,关于学生学习困难的归因研究日益受到了广泛的关注。在本文中,我们主要运用归因理论对云南省偏远少数民族地区高中英语学困生来进行归因研究。本论文共有五章：第一章主要介绍本课题的研究背景及其研究意义。第二章主要综述了学困生的学习困难表现及其界定、归因理论研究的历史进程和最新进展、归因理论基础和归因模型以及韦纳的成就动机理论、情绪情感归因模型和归因训练研究。第三章介绍了本文的研究方法,包括研究背景,研究目的、调查对象以及问卷调查过程。第四章对调查结果做详细的分析。根据问卷结果分析了高中英语学困生的归因特点以及学困生男生与女生之间的归因特点。并从归因的稳定性、内外因,可控程度等三个维度来分析英语学困生的归因差异,且对归因理论与成功期望和情感反应方便做了差异性表现分析。第五章总结了本文的研究发现和研究的不足以及教学启示。根据的调查问卷结果分析得出了归因理论对高中英语英语教学尤其是对学困生教育的一些启示。本文通过问卷调查及研究发现,非学困生比学困生更擅长于做不稳定性和外因的归因,学困生的学习兴趣,学习自信心明显弱于非学困生,而学困生中女生的学习兴趣和学习自信心要高于学困生男生。通过本研究,可以对教师的日常教学工作提出一些建议：高中英语教师对学困生的转换,可以从培养学困生的英语学习兴趣开始,增强学困生的学习自信心,激发他们的学习动机,并且结合日常的教育教学工作,针对不同学生的归因倾向进行学习策略指导,使学困生形成正确的归因方式并体验成功和提升自我效能感。
[Abstract]:Attribution research is an important field of psychological research. Attribution research is a psychological research field proposed by American psychologist Weiner in the 1970s and revised in the 1980s. With the deepening of curriculum reform in China, the research on attribution of students' learning difficulties has been paid more and more attention. In this paper, we mainly use attribution theory to study the attribution of senior high school students with English learning difficulties in remote minority areas of Yunnan Province. There are five chapters in this thesis: the first chapter mainly introduces the research background and significance of this topic. The second chapter mainly summarizes the performance and definition of learning difficulties of students with learning disabilities, the historical process and latest progress of attribution theory research, the theoretical basis and attribution model of attribution, and Weiner's theory of achievement motivation. Research on emotional Attribution Model and Attribution training. The third chapter introduces the research methods of this paper, including the research background, the purpose, the investigation object and the questionnaire survey process. The fourth chapter makes a detailed analysis of the investigation results. Based on the results of the questionnaire, this paper analyzes the attribution characteristics of English students with learning difficulties in senior high schools and the attribution characteristics between boys and girls with learning disabilities. The attribution differences of students with English learning difficulties are analyzed from the three dimensions of attribution stability, internal and external factors and controllable degree, and the differences between attribution theory and the convenience of success expectation and emotional response are also analyzed. The fifth chapter summarizes the research findings of this paper and the shortcomings of the research as well as the teaching inspiration. Based on the analysis of the questionnaire results, some enlightenment of attribution theory on English teaching in senior high school, especially on the education of students with learning difficulties is drawn. Through a questionnaire survey and research, it is found that the students with non-learning disabilities are better at attribution of instability and external causes than those with learning difficulties, and their learning interests and self-confidence are obviously weaker than those of non-students with learning difficulties, and their self-confidence in learning is obviously weaker than that of non-students with learning difficulties. The learning interest and self-confidence of female students with learning difficulties are higher than those of boys with learning difficulties. Through this study, we can put forward some suggestions for teachers' daily teaching work: the conversion of senior high school English teachers to students with learning disabilities can start with the cultivation of students' interest in learning English, and enhance their self-confidence in learning English. To stimulate their learning motivation, and combined with daily education and teaching work, according to the attribution tendency of different students to carry out learning strategy guidance, so that students with learning disabilities to form the correct attribution way, experience success and improve self-efficacy.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2463982
[Abstract]:Attribution research is an important field of psychological research. Attribution research is a psychological research field proposed by American psychologist Weiner in the 1970s and revised in the 1980s. With the deepening of curriculum reform in China, the research on attribution of students' learning difficulties has been paid more and more attention. In this paper, we mainly use attribution theory to study the attribution of senior high school students with English learning difficulties in remote minority areas of Yunnan Province. There are five chapters in this thesis: the first chapter mainly introduces the research background and significance of this topic. The second chapter mainly summarizes the performance and definition of learning difficulties of students with learning disabilities, the historical process and latest progress of attribution theory research, the theoretical basis and attribution model of attribution, and Weiner's theory of achievement motivation. Research on emotional Attribution Model and Attribution training. The third chapter introduces the research methods of this paper, including the research background, the purpose, the investigation object and the questionnaire survey process. The fourth chapter makes a detailed analysis of the investigation results. Based on the results of the questionnaire, this paper analyzes the attribution characteristics of English students with learning difficulties in senior high schools and the attribution characteristics between boys and girls with learning disabilities. The attribution differences of students with English learning difficulties are analyzed from the three dimensions of attribution stability, internal and external factors and controllable degree, and the differences between attribution theory and the convenience of success expectation and emotional response are also analyzed. The fifth chapter summarizes the research findings of this paper and the shortcomings of the research as well as the teaching inspiration. Based on the analysis of the questionnaire results, some enlightenment of attribution theory on English teaching in senior high school, especially on the education of students with learning difficulties is drawn. Through a questionnaire survey and research, it is found that the students with non-learning disabilities are better at attribution of instability and external causes than those with learning difficulties, and their learning interests and self-confidence are obviously weaker than those of non-students with learning difficulties, and their self-confidence in learning is obviously weaker than that of non-students with learning difficulties. The learning interest and self-confidence of female students with learning difficulties are higher than those of boys with learning difficulties. Through this study, we can put forward some suggestions for teachers' daily teaching work: the conversion of senior high school English teachers to students with learning disabilities can start with the cultivation of students' interest in learning English, and enhance their self-confidence in learning English. To stimulate their learning motivation, and combined with daily education and teaching work, according to the attribution tendency of different students to carry out learning strategy guidance, so that students with learning disabilities to form the correct attribution way, experience success and improve self-efficacy.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
【参考文献】
相关期刊论文 前6条
1 秦晓晴;大学生外语学习归因倾向及其对归因现象的理解[J];现代外语;2002年01期
2 包兴敏;学业不良学生的习得性无能与教育对策[J];沈阳教育学院学报;2000年02期
3 牛卫华,张梅玲;西方有关学习困难问题研究的新进展[J];心理科学;2000年01期
4 韩仁生;中小学生考试成败归因的研究[J];心理学报;1996年02期
5 孙德军;小学生自我效能感影响学习成绩的分析报告[J];现代中小学教育;1994年02期
6 隋光远;中学生学业成就动机归因训练研究[J];心理科学;1991年04期
，本文编号：2463982
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2463982.html
