初中英语教师对情感目标的认知情况的调查研究
发布时间：2024-06-11 03:56
经历了重重探索,21世纪新课程改革进入实施阶段已有十多年了。随着“以人为本”的教育理念的盛行,新课程越来越重视学生的全面发展。其理念可以理解为,教育不仅包括学业上的成绩,也应涉及有利于人的长期发展的内容。情感态度作为新课程英语语言能力培养目标之一,它要求九年义务教育阶段的英语课程不仅要训练学生在语言方面的知识与技能,也要培养他们积极的情感态度。为了探索初中英语教师对情感目标的认知情况以及改进情感教育的落实情况,该文综述了在学习、教学、教材Go for It三个方面的情感研究。接着,以初中英语教师为研究对象,通过问卷调查和访谈的方式获得实验数据和信息,并借助统计软件SPSS 19.0进行分析,该研究结果将解决以下问题:1.初中英语教师对情感目标的理解的现状如何?什么原因造成了教师间的理解差异?2.基于教材Go for It,英语教师如何实施情感目标?什么因素阻碍了情感教育的实施?3.有什么措施可以改进情感目标的实施现状?研究结果表明,大多数(93.8%)的初中英语教师对情感目标在概念上有不同程度的了解。超过一半(66%)的教师认为情感目标的教育应涉及多方面,如关爱学生,调动学生的学习兴趣...
【文章页数】：59 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
1 Introduction
1.1 Background
1.2 Research purpose
1.3 Research significance
1.4 Structure of thesis
2 Literature Review
2.1 Affects in learning
2.2 Affects in teaching
2.3 Affects in Textbook Go for It
2.4 Summary
3 Research Design
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Research process
3.4.1 Data collection
3.4.2 Data analysis
4 Results and Discussion
4.1 Teachers' understanding of affective objective
4.1.1 Teachers'background information
4.1.2 Status of teachers' understanding of affective objective
4.1.3 Correlation analysis between teacher's understanding of affective objectiveand their background information
4.2 Teachers' implementation of affective objective
4.2.1 Status of teacher's implementation of affective objective
4.2.2 Factors impeding the actualization of affective objective
4.3 Measures on improving the present situation of affective education
5 Conclusion
5.1 Findings
5.2 Implications
5.2.1 Improving teachers' understanding of affective objective
5.2.2 Raising teachers' emotional qualities
5.2.3 Making a long-term plan to improve teachers' personal charisma
5.2.4 Providing a systematic affective education system
5.2.5 Gaining more supports from society
5.2.6 Building a diversified assessment system
5.3 Limitations and recommendation
Bibliography
Appendix
本文编号：3992372
【文章页数】：59 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
1 Introduction
1.1 Background
1.2 Research purpose
1.3 Research significance
1.4 Structure of thesis
2 Literature Review
2.1 Affects in learning
2.2 Affects in teaching
2.3 Affects in Textbook Go for It
2.4 Summary
3 Research Design
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Research process
3.4.1 Data collection
3.4.2 Data analysis
4 Results and Discussion
4.1 Teachers' understanding of affective objective
4.1.1 Teachers'background information
4.1.2 Status of teachers' understanding of affective objective
4.1.3 Correlation analysis between teacher's understanding of affective objectiveand their background information
4.2 Teachers' implementation of affective objective
4.2.1 Status of teacher's implementation of affective objective
4.2.2 Factors impeding the actualization of affective objective
4.3 Measures on improving the present situation of affective education
5 Conclusion
5.1 Findings
5.2 Implications
5.2.1 Improving teachers' understanding of affective objective
5.2.2 Raising teachers' emotional qualities
5.2.3 Making a long-term plan to improve teachers' personal charisma
5.2.4 Providing a systematic affective education system
5.2.5 Gaining more supports from society
5.2.6 Building a diversified assessment system
5.3 Limitations and recommendation
Bibliography
Appendix
本文编号：3992372
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